Overview Lead-in Introductions

ffiffi

Overview

Leao-ln

t.L

Communication

Reference

Review andPractice

Writing bank

1.3

CEFR Can do obiectivesi r . r Saywhere peop leand ih ingsare f romi r.z Exchange information about your familyj r . l Tatk about lobs: Communication Start and f inish a basic conversation

i,"y::l'":::TI-':T"f ::-1::1::1t":'":-l:':l:::::1T"-CEFR Portfotio ideasa) Pairwork. Find a [oca[ news magazine/website. Ask and

answer questions about people in the photographs. Recordyour conversation.

b) Write a text about your fami{y l ike Exercise 3 page 14.c) Video. 0ne student mimes a job. 0ther students try to guess

the iob.d) Pairwork. Record a conversation with a partner. Ask questions

to complete the Saver Bank apptication form on page 135.

Lead-in

In Engl ish-speaking countr ies ( i .e . where the maior i ty ofthe poputat ion are nat ive-Engt ish speakers) , people of tenshake hands when they meet for the f i rs t t ime, especiat lyin more formal s i tuat ions or in business contexts. They donot usual ly shake hands each t ime they meet af ter that .

OPTIONALWARMER

Ask Ss: How mony languoges can you say 'hello' in?Ss work with a partner to make a l ist of greetings in asmany different tanguages as they can (e.g. boniour -

French, n i hao - Chinese, etc . ) .

1a > l : . g : . , , 1$5 l ook a t t he d ia logues and choose thecorrect answer to comptete the sentences. Ss checkanswers in pai rs and then l is ten to recording r .o7.

Answers z What's 3 MY name's1 your lt 's I 'm; You

My name's How

b > Ss do the matching with a partner.

Answersr C

2 A3 B

c > Ss pract ise act ing out the d ia logues wi th each other .Emphasise the importance of us ing contracted forms (My

nome' s , What ' s , I t ' s , l ' m) in order to sound naturaI andstar t us ing Engt ish speech pat terns and rhythms.

2a, | :,', ;t t.,:it ASk Ssl. How many phone numbers do youknow? Do you try to remember phone numbers when you

enter them in your mobile phone? Ss Iisten to recording

the d iphthong sound in phone, lau l .

b > i : ; : " , Ss l is ten to recording r .o9 and wr i te down thephone numbers they hear. They check answers in pai rs ,then as a whole c lass.

Answersz ozo95659z48 4 o2o96639247

3 951 327 946 5 c-1542 984 n1

G > Ss c i rcu late and pract ise asking for and g iv ing phonenumbers wi th each other . Expla in to Ss that they do nothave to g ive thei r real phone number.

Revision: Introduct ions

Can do: Say where peopte and thingsare fromGrammar: fo be: positiveVocabulary: Countries andnat ional i t iesSpeaking and Pronunciation: WordstressListening; Countrles and nationalities

Can do: Exchange infsrmation aboutyour familyGrammar: Possessive's; possgssiveadiectivesl fo be: questionsVocabulary: FamiliesSpeaking and Pronunciation :Guessing gameListening: My family

Can do: Tatk about iobsGrammar: a/ani ta be: negativeVocabulary: JobsSpeaking and Pronunciation: a,/an:lalListening: lobsStart and f inish a basic conversat ionHow to.. . start and f inish a basicconversat ion

Comptete a form with personalinformationHow to... use punctuation {r): capitalletters

- - '" """'"--- ': r.o8 and repeat the phone number. Draw Ss' attention to

EXTEND THE LEAD. IN

Ss c i rcutate and f ind out how each student got thei r name(e,g. lt was my fother' s nome) and how they tike to becal ted in thei r Engl ish ctass (e.g. shor tened vers ions oft he i r name , n i cknames , bv t he i r su rname. e t c . ) .

1.1 People and places' th is lesson, Ss learn how to tat l< about where people and

:r ings are f rom and to descr ibe countr ies and nat ional i t ies.

OPTIONALWARMER

Ss tool< at the map in pai rs . l f the group is mut t icu l tura l ,each student shows thei r par tner where they are f rom. Inmonol ingual groups, each student can show thei r par tner,where they were born, and which countr ies thev havev is i ted.

> Asl< Ss to lool< at the four questions. Ask: Whot is thedifference between Who and What? (Who is for peopte.What is for things.) Hetp with the Wh sound /h/ in Whoand lw I in What.

> Ss then lool< at the p ic tures wi th a par tner . In pai rs , theyident i fy the people f rom the names in the box by askingand answer ing the quest ions. Ss ta l<e i t in turns to as l< theq uest io ns.

b > Ss match the person to the country in pai rs .

r Ronatdo - Brazi l ; Jet L i - China; Danie l Craig - England Iz Penelope Cruz - Spain; Donatella Versace - ltaly; ]

Nicole Kidman - Austrat ia l

an iPod - United States of America; a Mercedes car -Germany; a Panasonic Btu-ray DiscrM player - JapanDinara Saf ina and Marat Saf in - Russia; Michel le ,Mal ia and Sasha Obama - Uni ted States of Amer ica

3a > Ss ctose their bool<s. Say Nicole Kidman is fromAustralia. She' s Australian. Ask Ss Are the words Australiaand Austrat ia n the some? (No.) Ss open thei r books andlook at the table in ex.3. Ss wor l< in pai rs to complete thetable. Di rect Ss to the ending sect ion of the table to hetpthem.

b > , , , . P lay recording r . ro. 5s l is ten and wr i te in themiss ing words. Ss checl< answers in pai rs , then as a wholec [ass.

Answers

DBEaKu

H

MoJ

LPFN

> Help Ss wi th the pronunciat ion and word st ress of thecountr ies. Wr i te each country on the board. Say the nameand have Ss ident i fy which syt tabte is s t ressed for eachone. (E.g. I: l toly - Ss: syllable one). Ss say the countriesa [o ud .

OPTIONAL EXTENSION

Game: Ss ctose thei r books. For targe ctasses, d iv ide Ssinto groups of ten or so. 5s s i t in a c i rc le. One student

I says a country, the next s tudent must say another countrywhich begins wi th the tast le t ter of the previous countryand so on (e.g. England, Denmar l<, Kenya, etc . ) . l f a

, s tudent can' t th in l< of a country, he or she drops out andthe next s tudent begins a new l is t o f countr ies. The gamecont inues unt i tonly one student is te f t in each group. As

, you moni tor , hetp Ss wi th the names and pronunciat ion of' ':ti'll'::'i'l''il:2a > nsk Ss i f they l<now the name of anyone famous (notnecessar i ty f rom modern t imes) or a famous product f romthe t is t o f countr ies in ex. r . E l ic i t a few suggest ions. Useth is as an opportuni ty to rev iew the pronouns he/she,4t(singular) and they (pturat).

Pronunciation I word stress4 > Ptay recording r . r r . 5s l is ten and repeat thecountry and nat ional i ty words. Pay par t icu lar at tent icn toItalion, Chinese and Japonese as the word stress changesin the adject ive form for these.

z Argent in ian

3 Brazi l ian

4 l ta t ian

5 Germany5 l ranian7 Spain8 Pot ish

9 Engt ishro Chineseu Francerz Greece

Answersr Jet Li; Daniel Craigz Penelope Cruz; Donatetla Versace; Nicole Kidman3 an iPod; a Mercedes car; a Panasonic Blu-rav Discrv

player

4 Dinara Safina and Marat Safin; Michetle, Malia andSasha Obama

VOCabulary I countries and nationalities

1 > Ss lool< at the map in pai rs and f ind the countr ies.

AnswersArgent inaAustraliaBrazilCh inaCzech Republ icEngtandFranceGermanyGreecetranI tatylapanPotandRussiaSpainTurkey

5 > Write Australian on the board. SaV Australian,enunciating each syl[able clearly (Aus-tra-l ian). Ask Howmany syllables are there? (three) Where is the stress? (tro,syt lable two). Under l ine the st ressed syt tabte on the board.

) Ss read the L i fe long learn ing box.

) Play recording r . l r again. Ss I is ten and wr i te the words,under l in ing the st ressed syt lable as they do so.

Gramm1r I to be: positive

6a > Ask Ss to lool< at the statements in ex. za again.Write on the board: He's Ronoldo; They' re Dinara Safinaand Marat Safn. Under l ine He's and They' re.

> Ask Ss: Which is singular and which is plural? (He' s iss ingu la r and They ' re i s p lu ra l . ) Focus on the apos t rophe .Ask: What does this mean? (A letter is missed out and thetwo words are pronounced as i f they were one word, theway we say it).

) Ss comptete the Act ive grammar box by wr i t ing inthe second word of the contractions l isted (am/is/ore).Ss check answers in pai rs , then as a whole c lass.

Active grammar(He) is(She) is(lt) is(They) are

Direct Ss to the Reference sect ion on page 12.

b > . ; , Ss complete the exerc ise in pai rs .

Answersr is ; Shez re; We

3 m4 i t ; s

5 they; re; re

7 > Modet the examptes in ex. 7 to Ss. Ss repeat theexamples. Asl< Ss to modelanother example as a wholectass. (E.g. Student A: Nicole Kidmon - Student B:She' s from Australia. She' s Australicn). Ss continue theexerc ise in pai rs . Moni tor and correct any pronunciat ion orgrammat icaI errors you hear.

8 > Ss work in pai rs . They guess where the i tems mightcome f rom.

AnswersA ltatyB JapanC AustraliaD MexicoE RussiaF FranceG TurkeyH United States of AmericaI ChinaJ United States of America

OPTIONAL EXTENSION

Ss th ink of a famous person and wr i te that person's nameon a p iece of paper. l f they can' t th ink of anyone, theycan use the names of people ment ioned in the tesson.Emphasise that i t must be someone whom al l the otherSs woutd l<now. Gather up the names and mix them upin a bag. Each student chooses a p iece of paper wi th aname on i t and st icks i t on the back of another s tudentwi th s t icky tape so that each student has the name ofsomeone famous on thei r back, but they don' t l<now whoi t is . Ss work in smal [ groups of four or f ive. Ss take i t inturns to ask one quest ion at a t ime about ' themselves '(e.9. Am I American?, Am I a man?, Am I old?, etc.) andin th is way t ry to guess who they are. Do not worry i fSs have the same names on thei r back, as th is can beamusing for the others in the group who see i t .

I AnswersArgent ina Argent inian

I un]t.a stutes of America AmericanI arur i f grazi l iani -

| l taly ltalianj Germany German. l ran l ranian

Russia RussianSpain SpanishPoland Pot ishEngland Enet ish

IU_rkey TurkishChina Chineselapan JapaneseFrance French

I Czech Republic CzechI Gr."..

- Greek

1.2 Family ties

Words for fami ly members vary between Engl ish-speal< ingcultures. Grandpa is used extensivety in North Americaand Canada as an informal term for grondfother. The termGrondad woutd be more common in the UK. L ikewise,Grondmo is used in fami l iar contexts in North Amer icanEngt ish-speaking countr ies whereas Gran, Granny, Nan orNan(n)a woutd be more common terms in the UK. NorthAmer ican Engl ish speal<ers of ten address thei r mothersas Mom (or Mommy f or very young chi ldren) whereastu1um (or Mummy for very young children) is more typicaln the UK. Dad is used extensivetv in both contexts.

- th is lesson, Ss [ is ten to two people descr ib ing a fami ty: rotograph and descr ibe thei r own fami t ies.

OPTIONALWARMER

Ask a l t the Ss to s tand up. Labet the four corners of the"oom in the fo l lowing way: o ldest ch i td in the fami ly ;voungest ch i td in the fami ty ; middle chi ld in the fami ty ;onty chi ld (expta in onty chi td, no brothers or s is ters) . AskSs to go to the corner of the room which corresponds tothei r posi t ion in thei r own fami ty . In the four groups, 5shave to th in l< ofone good th ing and one bad th ing aboutbeing in that posi t ion in the fami ty . (E.g. youngest ch i td;good: having an o lder brother or s is ter to help wi th aproblem; bad: otd (hand-me-down) c lothes f rom otderbrother or s is ter) . Do not worry about Ss making mistakesdur ing th is act iv i ty . 5s wi l l onty be able to express thei rideas in very basic language.

Listening1 > Ss look at the wedding photo and e l ic i t possib leanswers to the two ouest ions.

2a > ' . q , , Expta in that you wi t t p tay the recording twice.Ss must focus on the quest ions f rom ex. za dur ing thef i rs t l is tening and on the task in ex. zb dur ing the secondl is tening. Ss look at the three quest ions. Ptay recordingr . :3. Ss l is ten and choose the correct word.

Answersz husband

3 Brazil

b > Ss look at the fami ty t ree. Play the recording a secondt ime. Ss I is ten and [abeI the people in the photos. Ss checkanswers wi th a par tner , then as a whole c lass.

Answersr Nilzaz Nathal ia

3 Eiteen

4 Steve

5 Connor

3 > Ss work in pai rs . They use the completed fami ly t reeto decide on the re lat ionship between the two people ineach oues t i on .

Gramm&f lpossessive 34a > Ss look at the two sentences and choose the correctone. Ss check answers in pai rs , then as a whole c lass.

> Ask: What does the's meon? lt shows possession. Herei t is used to indicate the retat ionship of Ni tza to Rafae[ .Rafael is Nilza' s son shows the relationship of Rafael toNi tza. Wi th more than two people, the 's goes af ter thesecond name (e.g. Steve is Amber and Connor's father,nolAmber's and Connor's fother).

b > Ss make e igh t sen tences abou t Amber and Ra fae l ' sfam i t y . Ss compare the i r answers i n pa i r s f i r s t , t hen as awho le c l ass .

5 > Ss look at the p ic tures and comptete the phrases.

Answerz Rafael's phone

3 Atmir's jacket

4 Kim's wedding r ing

5 Nathat ia 'ssunglasses6 Ei teen's handbag

OPTIONAL EXTENSION

Ask Ss to g ive you something which belongs to them (e.g.penci t , key r ing, etc . ) . Try to have about r5 or more i temsi f possibte. At a la ter s tage in the lesson, put the i temson the desk. At ternat ivety, ask for these i tems ear t ier inthe lesson and put them on the desl< now. The idea isthat Ss wi l [ not remember easi ty who gave you whai . Sswor l< in pai rs to mal<e a l is t o f the i tems on the desk (e.g.X' s pencil, Y' s key ring). The winners are the pair whoremember correct ly who the i tems belong to.

Vocabulary lfamilies6a > Ss match the fami ly words to the meanings.Ss checl< answers in pai rs , then as a whole c lass.

Answersr brother and sisterz father and son3 husband and wi fe4 father and daughter5 sisters

Answersl z c

3 a) 4 el ,1 5 0

i : :I1 8 f

b > Ss f ind the meanings of the words in thei rd ic t ionar ies. Ss checl< answers in pai rs . then as a wholec lass.

7 > Ss wr i te sentences about thei r own fami ty . Theycompare sentences wi th a par tner , then as a whole ctass.

Gramm&f I possessive ad.jectives

8a > Expta in to Ss that they are going to hearso r -eone e i se desc r i be a pho to , s im i l a r t o t he pho to i ne. ' . . : . Ss i 'eac the text f i rs t , ignor ing the under l ined wordsfor rovr , Tel t Ss that there are f ive mistakes in the wr i t tentex t . P iay reco rd ing r . r 4 . Ss l i s t en to i den t i f y t he m is ta l<es .Ss check answers wi th a par tner . then as a whole c lass.

b > Ss reac the tex t aga in , f ocus ing on the unde r l i nedwords i n o rde r t o compLe te t he Ac t i ve g rammar box .

> Ask Which words are used when there is one 'owner'?

(my, his, her, your) Which words are used when there ismore than one 'owner'? (our, your, their)

> Wri te on the board:

This is Heother. This is Heother's brother.

This is Ben. This is Ben' s wife.

> Under l ine the words Heather 's and Ben's. Ask Ss:Which words could we use instead of Heather' s and Ben's7(her and h is) . Estabt ish that in Engl ish what mat ters is thegender of the 'owner'. We say This is his wife. Wife refers toa woman, but it is stitt his wife because Ben is a man.

> Direct Ss to the Reference sect ion on page 12.

, Active grammar

, m y' h isI h e r

the i r

9 > 5s comptete the gaps by us ing possessive adject ives.Ss checl< answers in pai rs , then as a whote c lass.

Answers1 M y2 the i r

3 O U r

4 your

5 her6 your

7 h is

Gramm?ff | to be: questions

1Oa > Ss focus on the comp le ted ques t i ons i n ex .9and use them to complete the Act ive grammar box us ingeither is or are in the spaces provided. Asl<: /s is singular orp lura lT (s ingutar) What about areT (Pturat , but rememberyou can be both s ingular and ptura l . )

> Direct 5s to the Reference sect ion on page 17.

i Rctive grammar

i l s i sI Are are

b > Ss focus on the d ia logue between Mi l<e and Heather ,who descr ibed her fami ly in ex. 8. Mike is ask ing Heatherquest ions about the photograph. Ss complete the d ia loguewith she, he, my, your, is or are.

OPTIONAL EXTENSION

Draw your immediate fami ly t ree on the board. Tet l Ss oneor two things about your famity. (E.g. My mother is 65.Her name is Rita. She's from lreland, etc.) Ss draw theirown fami ly t ree. In pai rs , they tet l each other about thei rfami t ies.

Speaking1 1 > Ss wr i te down f ive names of people in thei r fami ly .In pai rs , they as l< and answer about who the people are. Donot worry about Ss mal<ing mistakes dur ing th is act iv i ty .Moni tor and note down anv errors Vou hear to deat wi thlater.

> l t might be usefu l to have Ss work wi th someone new forth is act iv i ty , especia l ly i f they have a l ready d iscussed thei rf am i l i es i n pa i r s .

Answerssister brothersom daughtersa*nt grandmother4+rshis <icipr

brether unclee+a+i+a*]a+ rrrifo

Answersr shez i s3 i s4 h e5 m y6 i s7 i s8 your

9 are

1.3 Working for a living

In Engl ish-speal< ing countr ies, the t radi t ionat wor l< ingweel< consists of a 9 a.m. to 5 p.m. wor l< ing day wi th anhour of f for lunch (35 hours a week) . However, wi th moreand more people wor l< ing f rom home, wor l< ing f reetance,wor l< ing par t - t ime or wor l< ing more f lex ibte hours, thetradi t ional modet is changing. Achiev ing a heal thy 'wor l</t i fe balance' ( t ime devoted to work and to one's personall i fe) is becoming more important at though for manywor l<ers, there is increasing pressure to work [onger andtonger hours in order to per form to the maximum. Mostpeopte in Br i ta in have between zo and z8 paid daysas hol iday each year whereas in the US and Canada,between ten and zo is the norm. In the US, there are tenpubl ic hol idays each year . In England and Wales, thereare e ight , known as Bank Hol idays.

ln th is lesson, Ss l is ten and read about d i f ferent people 'sobs and ta l k abou t t he i r own i obs .

OPTIONALWARMER

Et ic i t a t t the names of iobs Ss can th ink of . Put them onthe board. Ss wor l< in pai rs . They ta l<e i t in turns to mimeone of the jobs on the board to thei r par tner , who t r ies to

s u e s;,,,,,,,,,,,,,,,,w h i c h 1'

o l' I I

Vocabul&r$ ljobs1 > Ss look at the photos wi th a par tner and match theob to the correct photo. Help Ss wi th the pronunciat ion of

:hese words. Focus in par t icutar on the word st ress in therames o f t he d i f f e ren t j obs and the i a / sound i n t he -e r

and -orword endings. Asl< Ss: Which of the jobs do you Iikepes f lSee wh ich i s t he mos t popu ta r j ob i n t he c tass .

AnswersB a chefC a computer programmerD a sea capta inE a dent is tF a farmerG a shop assis tantH a TV producerI an engineerJ a doctorK an architectL an actor

2a > . ' , , Ss should have thei r books c losed for the:rst I istening. Preteach retired, director and londlord. Play'eco rd ing r . r 5 t h rough . Ss l i s t en and i den t i f y wh i ch l obsa re men t i oned .

Answersmarketi n g director, tetevision prod ucer, lawyer, farmer,landlord, chef, engineer, computer programmer, teacher,sea captain

b > t tay the recording again. Ss I is ten to complete thesentences in thei r books. l f Ss f ind the l is tening verydi f f icu l t , you might I i l<e to pause the recording and g ivefeedbacl< between the f i rs t and second speaker.

Answersz brother-in-law

3 lawyer

4 uncle5 chef6 brother

7 comput ing; computer programmer8 uncle

3a > Ss took at the quest ion, then read the text tof ind the answer. Dur ing feedback, checl< the meaningof unemployed. Ss should have been abte to guess themeaning f rom the context .

b > Ss complete the sentences wi th a par tner .

, OPTIONAL EXTENSION

, Ss [ool< at the l is t o f jobs in ex. r and categor ise them into: iobs where you have to wear specia l c tothesi uni form to, wor l< (e.g. a chef , a sea capta in) and jobs where you can

wear whatever you li l<e (a computer programmer, a TV, producer) . There wi t l be some over lap.

Grammar I a/an4a > Direct Ss to the jobs in ex. 1 again. Ask Ss to focuson the ar t ic le ( the f i rs t word) . Ask: ls i t a lways a? (No,somet imes an.) Asl< Ss to decide when i t is o and when onand to complete the Act ive grammar box.

> Write on board: They are _ ortists. Asl<: Whot goes inthe spoce? (Nothing, no article.) Why? (A and on are oniyused wi th s ingular nouns.) Point out that unemployeddoesn' t have c or an e i ther - unemployed is an adject ive.


four (Cheryl's mother is retired but works part-t ime.)

Answersr happy at workz retired

3 63 years otd4 in work

5 unemptoyed

. Active grammarq l l

t a na

r a

b > Ss wr i te a or on beside the words. Ss check answersin pai rs , then as a whole c lass. Draw Ss'at tent ion to thein i t ia t /h / sound in handbag. Some 5s may be inct ined tosee i t as a s i lent le t ter and use an.

Pronunciation llal5a > , * Focus on the pronunciat ion of thear t ic les. Demonstrate how the use of an can af fect thepronunciat ion of the next word. l t sounds l ike a nonswer/nq:nsa/, a nuncle lnt4kIl.

b > Ss t is ten and repeat the jobs.

> D i rec t Ss to t he P ronunc ia t i on bank on page 148 .

Listening6 > 5s l i s t en to t he f ou r speake rs and dec ide wha teach j ob i s . D i rec t Ss to t he t anguage sugges ted i n t heStudents ' Book before they star t . Check answers together .

Grammzx I to be: negative7 > Ss look at the text about Chery l in ex. 3 again. Wr i teon the board l ' m a teacher. l ' m not a dentist. Ask: /s fhesecond sentence positive or negative? (Negative.) tztlhofword shows you it 's negative? (ffof.) Exptain to Ss that weuse the contracted forms in spoken Engl ish and informalwr i t ing.

) Ss use the text about Chery l in ex. 3 in order to completethe Act ive grammar box. Ss checl< answers in pai rs , then asa whole c lass. Help Ss wi th Ihe lz l sound in isn ' f .


Answersr isn'tz 'm not

3 aren't4 isn ' t

5 aren't6 'm not7

'm not8 aren't

: Active grammar

i 'm notI isn ' t: isn ' tI aren ' t

;"; ;'-.;;;i;,. ;;;;,;,'.., ,,''., ii. .",....., ..r",,".'forms. Ss check answers in pai rs , then as a whole c lass.

> Ss pract ise saying the sentences. Correct anypronunciat ion errors, especia l ly non-use of the contractedforms.

Speaking9a > Ss work wi th someone they don' t know wel l in theclass. Each student th inks of a iob and wr i tes i t down on apiece of paper. Ss then t ry to guess each other 's jobs. L imi tthe quest ions to ten guesses. Ss can g ive the in i t ia l te t terof thei r job i f the i r par tner is f ind ing i t hard to guess.

b > Extend the act iv i ty to ask about the iobs ofothermembers of the fami ly .

OPTIONAL EXTENSION

Ss s i t in a [arge c i rc te. Ss can use thei r real iob or animaginary job for this activity.Student r says: I ' m c X (names thei r job) . Student z says4 (names Student I is a X ond l ' m o Y (names thei r iob) .Student 3 says: A (names Student t) is an X, I (namesStudent z) is a Y and I ' m a Z. Student 4 cont inues andso on. Ss who cannot remember the correct sequenceof jobs are 'out ' . The winner is the person who correct tyremembers at l the names and fobs.With very small groups (fewer than six), Ss can say l, man X and my mother/father is a Y instead of just namingone i ob .

AnswersL d

2 a n3 a4 a5 a n6 a n7 a

Answersr dent is tz farmer3 architecl4 chef

W1 Communication

In th is lesson, Ss in t roduce themselves, s tar t and f in ishconversat ions and exchange personal in format ion wi theach other .

OPTIONALWARMER

With mut t icut turaI c tasses, Ss can tet l o thers the typ icaIway of greet ing and saying goodbye in thei r cu l tures.ls i t d i f ferent for format and informal s i tuat ions? Withmonol inguaI groups, Ss can tet I o thers how they greetfami ly members, f r iends, co l leagues, a s t ranger, etc . (k iss

on cheek, hug, handshake, noth ing, etc . ) .

1a > t ' ,t Eticit from Ss a[[ the ways they l<now ofsaying hello and goodbye in English. Ss quickly read: l rough the expressions and then l is ten to recording: . r9. They t ick the expressions which they hear. Ss checkanswers in pai rs . Do not g ive feedback yet unt i I Ss have:ompteted the How to. . . box.

AnswersExcuse me . . .See you taterByeHettoH iGood evening(Good morning)GoodbyeSee you soon

b > Ss l is ten again and complete the How fo. . . box.

AnswersStart: Excuse me, Hi, Good evening, Good morningFinish: See you later, Bye, Good night, See you tomorrow,Goodbye, See you soon

> Ask Ss to categor ise the words in to three groups:r format , formal and both. Discuss the d i f ferent categor ies.

You may need to draw thei r at tent ion to the /h/ sound in

"ello and hi.

2a > Ss match the quest ions wi th the answers. Expta ins, 'ng le (not marr ied) . Ss check answers wi th a par tner .

Answers2 e

3 a4 d5 b

b > Ss use the quest ions in ex. za to wr i te answers about: remse lves .

3a > Ss complete the d ia logues us ing the suggest ions inthe box.

b ) ' , , , S s l i s t e n t o r e c o r d i n g r . z o t o s e e i f t h e y w e r eco r rect .

4 > Ss pract ise asking and answer ing the quest ions inex. 3a wi th thei r par tner , us ing real in format ion aboutthemselves.

5a > Et ic i t d i f ferent ways of ask ing quest ions to f ind outthis information, e.g. Are you married/Are you single? Howdo you spell your nome? ls there aY in your name? Spellyour name, please. What do you do? Where are you from?etc. Most of these quest ions were covered in ex. z and 3and can be taught as f ixed expressions wi thout expla in ingthe grammar at th is point . Tel [ 5s not to worry aboutmaking mista l<es dur ing th is act iv i ty .

> Ss mingte and asl< and answer each other 's quest ions.

b > try to keep the feedbacl< short. Ask: Who is marriedTEncourage Ss to shout out the answers about theothers they have spoken to. They cannot answer aboutthemselves.

OPTIONAL EXTENSION

Put the fo l towing headings on the board: Age; Job;lncome/salary; Parents' iob; Hobbies; Moritol stotus;Qualifications.Ss d iscuss which topics they would ask a st rangerquest ions about i f they were at a par ty .Note: What is pol i te to ask quest ions about var ies f romcul ture to cul ture and i t can be usefuI for Ss to knowwhat is appropr iate in an Engl ish-speaking envi ronment ,e.g. i t would not be considered pol i te to as l ( a s t rangerquest ions about thei r age, income, qual i f icat ions orabout thei r parents ' job.

AnswersL

I 'm from Alicante.2

Excuse me, are you Krystof?Yes, I am. I 'm from Warsaw.I'm a teacher.

1 Review and practice

1 >

Answers Ir h i s2 m y

3 thei r4 Qur5 her6 He r7 m y8 Tessa's9 h is

Answersr Etizabeth is from the United States. She is American.2 tvan and Katia are from Russia. They are Russian.3 | am f rom France. I am French.4 You are from England. you are English.5 Pavlos is from Greece. He is Greek.6 His camera is from Japan. lt is Japanese.7 | am f rom Poland. I am pot ish.

b >

2 >

3 >

Answers4 Are5 aren ' t6 a re

Answers1 SOn2 a u n t

3 actor

4 wife's

5 s tudent

Russiat 5

fromt >

11 l s

r z Nor3 isn ' t

78910

5 >

r Where are you from?z How otd are you?3 What do you do?z1 Are they your brother and sister?5 Are they German?

Answersr d t I

z d t l

t d

6 >

II

7 >

AnswersJobs: retired, dentist, television producer, engineer, snopassistantFamily: grandparents, son, niece. cousin

8 >

1 Writing bank

1 ) 5s 'own answers

2 a >

Answersr a job appl icat ion2 yout name (first name and surname)3 n o

Answerso 1 0

d 9e 5f t tg 2

h 8i 6

AnswersAu,nomson&eve@rch@itirrt@art&ao@rmingham@stish,Gal ian@|@rreoOromson&eve@'e656n

nat ional i t ies, months

4a/b > Ss complete the appl icat ion form.Ss 'own answers

3 a >

Carot , Wi lson, l , Engt ish, Arabic, t ,m, Br i t ish. t .Manchester, My, February

2 .3

Overview

Lead-in

2 . 7

Revision: Daity routine; telling thet ime

Can do: Describe what you do everydayGrammar: Present Simpte: l/youfueVocabulary: HolidaysSpeaking and Pronunciation: How to...talk about your daity rout ineReading: Just an ordinary dayCan do: Describe other people'sroutinesGrammar: Present Simple: he /shefit/theyVocabutary: VerbsSpeaking and Pronunciation: PresentSimple -s endings; Information gap:routinesReading: SpecialjobsCan do: Talk about everyday obiectsGrammar: Noun pluratsthis, that, these, thoseVocabutary: Adiectives (r) : colour,op in ionSpeaking and Pronunciation: /r/ andl 1 ' .1

Listening: Hel[ 's Kitchen

Talk about what you do on hot idayCommunication

Reference

Review andPractice

Writing bank Write about your routineHow to... ioin sentences {t); and, then,after that

CEFR Can do obiectivesz.r Describe what you do everydayz.z Describe other peopte's routines2.3 Talk about everyday objectsCommunication Talk about what you do on hol idaywritins-f11k w-:ll:

*'r, y":l'":,tl':

CEFR Portfol io ideasa) Ask a fr iend about his/her routine. Write an art icle.b) Ask your partner to open the book at any page and choose a

picture. Don't look at your partner's book. Ask questions aboutthe photo and f ind i t in your book. Record your conversation.

c) Video. One student mimes an everyday action or object.Otherstudents try to guess the action or object.

d) Write your diary for one day. Write your act ivi t ies.

Lead-in

OPTIONAL WARMER

Asl< 5s: What time of day do you prefer to do these' things: study, read the paper, go to a film, phone friends,

go to the gym ... ? elc. In feedback, establish whethermost of the c lass are morning, af ternoon, evening orn ight people.

1a > Asl ( Ss to cover the names of the act iv i t ies in thebox. Asl< them to look at the p ic tures and d iscuss wi th apar tner what the people are doing. Do not worry i f theydon' t know the exact words/phrases for the act iv i t ies atth is point . Then, Ss look at the verbs in the box and matchthem to the p ic tures. Check answers as a whole c lass.

b > Ss match the act iv i t ies to the t ime of dav.

AnswersA leave work

Answersr have breal<fast,z have Iunch3 leave work, get

4 go to bed

BC

g p t i l n

have d inner

teave home, go to work

home, have d inner

D get home

2a > , : , , Ss l is ten to the recording and wr i te thecorrect t imes in the spaces provided. They then match thet imes to the c loc l<s. Ss checl< answers wi th a oar tner andthen as a whole c lass.

Answersz t w o - f3 eight - a

5 seven - e6 t w o - b7 fou r -g

i + t h ree -h 8 f i ve -d '

b > , , , Ss l is ten and ident i fu the speal<er .

EXTEND THE LEAD- IN

In pai rs . 5s th in l< of thei r favour i te per iod of day andwr i te down the t ime th is per iod usual ly s tar ts and whenit usualty ends, e.g. quorter past seven ti l l eight o'clock- the morning when I get up and before I leave home andgo to work. The other s tudent asks when thei r favour i tetime of day is and why (l have the house to myself; Ilisten to the news on the radio; I feel greot after a shower,etc. ) . Ss wiLtonly be abte to express thei r ideas in verybasic Engl ish. Encourage them to express thei r v iews asbest they can and do not worry about mista l<es dur ingthis activity.

l l] Answers z A ttt Ci l D 3 B

2.1 Fun Club

A package hol iday is a hol iday organised by a touroperator which combines f t ight and accommodat ionand somet imes food and enter ta inment in the cost ofthe hol iday. This t radi t ionat ty has appeated to peoptewho wanted to t ravel to a sunny c l imate, of ten Spain,I ta ly or Greece, for two weeks hol iday in the summer.These hot idays tend to be retat ivety cheap and beforethe advent of cheaper airfares, often offered the ontyaffordable way of travetting abroad for many peopte.Hot iday-makers woutd typ icat ty t ravel in char teredairptanes and stay in custom-bui l t apar tment complexessi tuated near the sea. In more recent years, the concepthas expanded to inctude act iv i ty hot idays t ike sk i ing orother themed hol idays such as cooking or photographyhol idays. Package hol ldays are now of ten a imed atspeci f ic target groups, e.g. young and s ingte people,senior c i t izens, etc . The range of dest inat ions has atsowidened considerabty and now people can take packagehot idays at any t ime of the year .

In this lesson, Ss read about the typical dai ty rout ineof Penny, a hol iday rep working for Fun Club, and thendescribe their own dai lv rout ines.

OPTIONALWARMER

Give 5s two minutes to make a l is t in pai rs of at t thedifferent types of hotidays they can think of, e.g. skiing,camping, beach, bus tour, eIc. Find out which pair hadthe most ideas. Et ic i t the i r suggest ions and put them onthe board. Ask which type of hot iday they l ike best .

Reading1a > Ss look at the pictures. feach package holiday (ahot iday where everyth ing is arranged for you; Club Med is agood example and is fa i r ly we[ [ known internat ional ly) andholidoy rep (someone who works for this kind of companyand helps the c l ients on hot iday) .

b > Ss match the p ic tures A-D to the labets. Ss compareanswers in pai rs and then as a whole c lass.

Answersentertainment Cnightclub Dgames at the swimming poot B

2a > Ensure Ss understand what Penny's lob is . Et ic i tsome of the th ings a hot iday rep does. Ss then look at thel is t o f act iv i t ies. They read the text and put the act iv i t ies inthe correct order.

b > Ss read the text again in order to complete thechart wi th the correct t imes. Teach about two to g ivean approximate time and two in the morning/two in theofternoon.

Answers2 tt- go to the hotels3 tt.ts - tell cl ients about partiesa z o'clock - have lunch5 3.3o - organise games at the pool6 7.45 - take clients to a restaurant7 7o.3o - go to a nightctub8 r .45 in the morning - get home

3 > Ss d iscuss i f they would t ike th is k ind of hol iday orth is k ind of job in pai rs . El ic i t reasons for thei r preferencesin feedbacl<.

Vocabulary lholidays4a > Ss match the verbs to the nouns. then checl< thei ranswers in the text.

Answers2 C

3 a4 e l a5 o

b > 5s f ind f ive d i f ferent have + noun cot locat ions in thetext , then use the expressions to complete the senrences.Ss check answers wi th a par tner , then as a whole crass.

Answers1 (Get up)z Go to the hotels

3456

6

Tell cl ients about partiesHave [unchOrganise games at the poolTake clients to a restaurantGo to a nightctubGet home

She's a hotiday rep.Answers

a

have d innerhave problemshave funhave lunch

Active grammar

n aved o n ' tDo you

dodon' tyou f in ish

Gramm&f I Present Simple: I/you/we

OPTIONAL GRAMMAR LEAD-I N

Wri te out a select ion of quest ions and answers f rom thereading text on st r ips of paper, one quest ion or answerfor every student . Inctude var ied quest ions (Yesl Noquest ions and Wh- quest ions) . Ss mingle, those wi thquest ion cards ask the quest ion and t ry to f ind thestudent wi th the matching answer. Wi th smatt c tasses,th is can be done wi th the whole c lass. Wi th largerctasses, d iv ide them into groups.

5 > Ss look at the reading text and complete the Act ive= 'a m mar bOx.

5 > , , , , Ss I is ten to recording t .23to check i f the i ranswers were correct . Ask two Ss to say the d ia loguefor whole c lass feedback. Correct as necessary. ThenSs pract ise act ing out the d iatogue in pai rs .

OPTIONAL EXTENSION

Ss ptay a 'What 's my job?'game. Before Ss star t the, game, et ic i t a t t the d i f ferent types of jobs they know.

Refer Ss to ex. 1 in Lesson t3for a tist of . jobs. Put ther suggest ions on the board. Ss wor l< in smat l groups of fourr or so. One student th inks of a job. The other Ss take turns

to ask ten Yes/No questions to try to guess what the jobis . (Some examples of quest ions are conta ined in ex. 6but you may want to e l ic i t o ther types of quest ions theymight ask first, e.g. Do you work olone?, Do you weor

' special clothes?, etc.)

8 > Ss complete the How fo. . . box, us ing the languageand informat ion they completed in ex. 7.

Speaking9a > Ss look at the char t in ex. zb. They create thei r ownentr ies under the 'You' heading, focusing on thei r dai tyrout ine. Ss wr i te shor t sentences. Don' t conduct feedbackyet , as Ss wi l l use thei r entr ies for ex. 9b.

b > Ss d iscuss thei r entr ies wi th a par tner . EncourageSs to ask tots of quest ions about thei r par tner 's [ is t ,focusing par t icu lar ly on rout ines, t imes and p laces as inthe How to. . . box. Do not worry about Ss making mistakesdur ing th is act iv i ty . Encourage them to use a l l the languagethey have. Make a note of obvious errors to deal wi th la ter .

> Tip: l t is a good idea to vary the student pai r ingsregutarly to add variety to exercises. Ss have alreadydiscussed aspects of thei r rout ines wi th other Ss in theclass, so make sure they are work ing wi th someone new. l fi t is d i f f icut t to move around in the c lassroom, th is can beachieved by moving one student f rom the end of each rowto t he o the r end .

C > In pai rs , 5s d iscuss how thei r rout ines d i f fer onhol iday. Put headings on the board (e.g. Morning,Afternoon, Evening, Bedtime) to hetp focus the discussion,especiat ly i f Ss are re luctant to speak.

I

> Make sure Ss are c lear about the two types of quest ions.r - t uo some quest ions and answers on the board. AskSs: What do you notice about the different answers to the:'testions? (Some are YeslNo answers and some provide-ore information.) Which questions go with which type of:nswer? (Do you quest ions and quest ion-word quest ions.)


6 > Ss match the quest ions to the answers. Do the f i rs t: re as a whole c lass, Ss work atone, then check answers, , , i th a par tner before checking answers as a whole c lass.

> Point out What do you do? as a way of f ind ing out about: Derson's job rather than What is your job?

Answers2 e

3 d4 b5 a

> Hetp Ss wi th the pronunciat ion of the quest ions,:speciat ty the weak /a/ sound of the auxi l iary verb do.Ss pract ise asking and answer ing these quest ions in pai rs .

" lon i tor c losely and correct mista l<es.

7a > Ss wor l< in pai rs and complete the d ia logue.

Answersz Yes

3 q o4 r

5 When6 have7 you8 don' tg d o10 workdoctor

Answersr Whenz do (you) go

3 A t4 Where5 in a hospi ta l

2.2 A very special job

Madame Tussaud (r76r-185o) was a French wax scutptorwho exhib i ted wax scutptures of famous people. Herpermanent cot lect ion of wax scutptures opened in Londonin r836. The or ig inal d isptay conta ined 4oo f igures.Today, the museum has become a major tour is t at t ract ionin London wi th branches in many other malor c i t ies.The sculptures range f rom his tor ica l pol i t icat f igures tocontemporary roc l< stars and ath letes and one of themost famous sect ions of the museum is the 'Chamber

of Horrors ' , which inc ludes wax sculptures of famousmurderers and thei r v ic t ims.

In th is lesson, Ss read about what is involved in the jobso f t h ree peop te : a wax mode I ha i rd resse r a t MadameTussaud's, a theme par l< r ide inventor and a shark tankcteaner in a zoo. Ss as l< and answer quest ions about otherpeop le ' s hab i t s and rou t i nes .

OPTIONALWARMER

I Ss work in smal I groups of three or four . They descr ibeto the others in the group an act iv i ty they enjoy doingin thei r iob/studies and secondly, an act iv i ty they don' tenjoy doing in thei r job/studies.

Reading1a > Ss l ook a t t he peop le i n t he pho tos and d i scusswhat the jobs are wi th a par tner . Do not g ive the names ofthe jobs yet as Ss wi t t f ind out in the reading.

b > Scanning: Expta in to Ss that they wi t t read the threetexts twice, the f i rs t t ime very quic l< ly f ust to f ind out whatthe peopte 's jobs are and the second t ime much moreslowty in order to understand more fu l ly . Expla in thatthey do not need to understand the text fu t ly af ter thef i rs t reading. Stop the act iv i ty af ter a minute. Ss compareanswers in pai rs and then as a whole c lass.

2 > Ss read the text again to f ind out which of the threepeople does the f ive act iv i t ies.

Answers1 l oz John3 J o4 John5 Jeanette

OPTIONAL EXTENSION

Ss discuss wi th a par tner which of the three f obs theywould l i l<e most and which least . They must expla in why,e.g. I like leonette's job best. I love animols and I thinksharks are very interesting or I don't like Jeanette's job. tthink sharks ore very scory. I hate their big teeth, etc.

Vocabulary lverbs3 > Ss wor l< in pai rs . They choose the correct verb f romthe texts to complete the sentences. Check answers as awhole c lass.

Gfamm&f I Present Simple: he/she/it/they

4 > Ss complete the Act ive grammar box with theiroartner.

Active grammar

€ ) 5s read the texts more s lowly, th is t ime focusingon the under l ined words. F i rs t teach theme park (e.g.Disneywor ld, in Ftor ida) and zoo (a ptace where exot icanimals are kept , not a farm). Ask Ss to t ry to guess themeanings of the under l ined words f rom the surroundingwords and to match the words to the labels in the p ic tures.Ss check answers in pai rs and then as a whote c lass.

AnswersB hairdresserC shark tankD sharksE inventorF rid es

Affirmativehas/h avei nve ntsta lkwatches/watchworl<s

> Write these sentences on the board: The diverwatchesher. The visitors watch her. Ask why the verb forms aredi f ferent ( th i rd person s ingular and p lura l ) . Wr i te: Johnhas an interesting job. The visitors have fun. Again, askstudents about the verb forms ( i r regular th i rd personsingutar and ptura[ ) . Et ic i t the negat ive for th i rd personsingular and p lura l forms (e.g. She doesn' t c lean the tank.They don't clean the tank.).

) Di rect Ss to the Reference sect ion on page 22.

5a > Ss complete the sentences us ing the verbs in thebox. They checl< answers in pai rs , and then as a wholectass.

Negativedoesn' t inventdon' t leavedoesn' t work

AnswersJo Kinsey: wax mode[ hairdresserJeanet te Ewart : shark tank cteanerJohn Wardley: theme park r ide inventor

lI

A n s w e r s 3 h a v e 6 g o e sl r wo rks 4 wa tches 7 c l eansl z t a t k 5 d r i e s 8 c h e c k s

A n s w e r s 3 t i k e s 6 p l a y sr talks 4 goes 7 havez washes 5 watches 8 leave

b > Ss change the sentences to mal<e them negat ive. 8 > Tett Ss to use the information from the comoleteddiatogue in ex. 7 to choose the correct form in the questions.They cross out the incorrect words in the questions.

) Focus on the use of the auxi l iary verb do I does and pointout that you drop the -s after the verb (not Does she feedsthe shorksz).


Answersr doesn't talkz doesn' t wash3 doesn' t l ike4 doesn't go

AnswersDoesdoes, feedsDo

Pronunciation I Present Simple-s endings

6a > . , : i " . r Ss ctose books and l is ten to the three verosn recording r .24. Ask them to focus on the endings of the, ' rords. They should be able to hear the d i f ferent endings.Ss then repeat the words.

b > , ; ' . , , . Ss put each verb in to the correct cotumn as:hey l is ten. Check answers, then ask Ss to repeat the verbs.

Answersls l ta tks, t ikes/z/ cteans, goes/rzl washes, watches

C ) , ; : : : , p iys61 Ss to the f i rs t s ix completed sentencesin ex. 5a. Play recording r .26. Ss repeat the sentences,oaying par t icu lar at tent ion to the verb endings. Ss shouldre able to see which verbs take Ihe ln l sound fa i r ty easi lyas i t corresponds to the spet l ing. l t is more d i f f icut t forl hem to p i c l< up on the vo i ced and unvo i ced sounds .

> Direct Ss to the Pronunciat ion bank on page r48.

OPTIONAL EXTENSION

Put a l I the verbs f rom th is [esson on the board. Add a fewmore, e.g. begin, help, speak, finish, weor, etc.Ss work in pai rs . Cal I out the names of lobs. Ss have twominutes to th ink of sentences about the dai lv rout ine of aperson wi th that lob, us ing the verbs on the board.E.g. A teacher: He/She listens to students; He/She worksin a school . The pai r wi th the most sentences gets a point- but onty i f they get the grammar and pronunciat ion ofthe verbs r ight . Ss who use a verb no one e lse thought of'':: *:l : :"1:':ll: o''::1ll T'::: no;ntslin;

Gfamm&f I Present Simple: questions

7a > ln pairs, Ss look at the dialogue and guess what themissing words might be. Do not give feedbacl< yet as theywi l I get the information from the recording.

5 doesn't watch6 doesn't play

7 don't have8 don't [eave

don' tDoesdoesn't, works

9a > Ss complete the quest ions using the correct form ofthe verbs.

Answers 3 Does, inventr Does, l ike 4 Do, talk2 Do, watch 5 Does, have

b > Ss change the quest ions and asl< thei r par tner d i rectquest ions about themselves. Ss pract ise asking andanswer ing the quest ions, g iv ing t rue in format ion in thei ranSwers.

Answersr Do you like your work?z Do you watch DVDs?3 Do you invent computer games?

4 Do you talk in your steep?5 Do you have chi ldren?Ss'own answerS

c ) Ss mal<e new quest ions, th is t ime asking andanswer ing about thei r fami l ies and f r iends.

i Suggested answersDoes your mother work every day?r Does your brother l ike h is work?z Do your grandparents watch DVDs?3 Does your f r iend invent computer games?

4 Does your sister tatl< in her sleep?5 Do your f r iends have chi ldren?Ss'own answers

Active grammar

r Do, eat, don' tz Does, c lean, doesn' t3 Does, l i l<e, does

b >right.

Speaking1O > Ss work in pai rs . Student A 's in format ion is onpaget2g and Student B 's in format ion is on page r33. GiveSs a minute or two to read thei r in format ion. Ss can usethei r d ic t ionar ies. They should not Iool< at thei r par tner 'sinformat ion. Ss fo[ [ow the inst ruct ions and ask and answerquest ions about Doug's rout ine. Do not worry i f Ss mal<emista l<es dur ing th is act iv i ty .

OPTIONAL EXTENSION

Ss interv iew each other about thei r iobs and dai ly rout ineand wr i te up a 'A Day in the L i fe ' - type ar t ic te about thei rpar tner .

Ss l is ten to recording 1.27 to see i f they were

2.3 Hell's Kitchen, NYC

Shopping habi ts have changed dramat ica l ly in recentyears, especia l ly in re lat ion to second-hand goods.Nowadays, ord inary people are get t ing more invotved inse[ [ ing these i tems as wel l as buying them in ptaces otherthan the more wet t -establ ished f lea markets. A poputarphenomenon in the UK is the car boot sa le: peopte f i t lthe i r cars wi th at t k inds of objects they no longer wantand dr ive to a designated f ie ld or car park where they t ryto sel l the objects. A s imi tar phenomenon in the US andAustra l ia is known as a yard sale, or garage sate, wherepeople sel l f rom thei r gardens or garages. Second-handbook and c lothes shops are common and nowadays manypeople use eBay and other Internet s i tes to buy and sel lsecond-hand i tems. The Freecycte Network (TFN) is apoputar Internet s i te where people can donate goods tore-use and recycle, rather than throwing them away.

In this Iesson, Ss I isten to peopte at He[[ 's Ki tchen f leamarket in New York, then describe evervdav i tems.

OPTIONALWARMERWrite local shop, supermarket, department store,butcher's, pharmacy, market, baker's on the board. Elicitwhat kind ofthings peopte buy in each type of ptace.

Listening1a > Ss th ink abou t t he i r shopp ing hab i t s and compte tethe table indiv iduat ty .

b > Ss compare thei r shopping habi ts wi th a par tner .Direct Ss to the suggested language in the exampledia logue in thei r books.

2a > i,,;, , ::, Teach second hand (not brand new). Elicitthe k ind of th ings and p laces where you can buy th ingssecond hand (eBay; second-hand bookstores or c loth ingshops; f umbte sales in schools; specia l magazines, etc . ) .P lay recording r .28. Ss I is ten to f ind out what a f tea marketis (a b ig market , usual ly outdoors, where second-handgoods are bought and sold) .

b > Ss read the quest ions. Play recording r .z8 again.Ss l is ten and choose the correct word.

Answersr US 3 c lothes and shoes2 two days a week 4 tike

C > Put the fo l lowing headings on the board: Clothes,Jewellery, Shoes, Furniture. Ss discuss the kind of thingsthat they might buy at a f tea market .

Gramm&f I noun plurals3a > Ss look at the p ic ture and see i f they l<now thenames for any of the i tems. They then work in pai rs to tabelthe obiects. Check answers.

Answers1 scarves 7 mobite phonesz books 8 laptops4 shoes 9 MB players5 watches 10 cameras6 diaries rr DVD ptayers

b > : ; ' , :r,, ' Ss l isteI to recording r'z9 and ticl< the itemsthey hear. Ss checl< answers in pai rs , then as a whole c lass.

Answersbagsshoes

scarves mobi le phoneswatches laptopsbooks

i OPT IONAL EXTENSION:I 5s categor ise the obfects in to th ings they would be happy

to buy second hand and th ings they would not .I Ss compare categor ies wi th a par tner .

4 > Ss use the t is t o f words in ex.3a to complete the ru lesabout p lura l forms in the Act ive grammar box.

Active grammar-es, watches- ies, d iar ies-f, scarves


5 > Ask Ss i f they know any other i r regular nouns l i l<eperson - people. They probably know a few already, e.g.foot - feet . Expla in they are going to [earn how to usethe d ic t ionary to f ind the p lurats of nouns. Teach theabbreviat ion p/ which is somet imes found in d ic t ionar ies.

> Ss [ook at the d ic t ionary entry for person. In pai rs , theyf ind the pturats of the other words. Asl< Ss to ident i fu thei r regular p lurats.

Answers classes nlecesaddresses dictionaries wivesbuses fami l ies womenchi ldren men

VOCabUlary I ad.jectives (1): colour, opinion

6a > Rsk Ss how many colours they can see in thepicture in ex. 3a. Then, they f ind and c i rc le the e ight cotouradiect ives in the box.

Answers green whiteblue grey yellowbrown red

OPTIONAL EXTENSION

Ss discuss in pairs what their favouri te colour is for a car,for a phone and for a winter coat.

b > Show Ss two th ings which are the complete opposi te: f each other (e.9. two money notes - one brand new and.re other o ld and worn; or two books - one very large:rd the other very smatt). Asl< Ss: What is the difference2etween these two notes/booksT The difference should be

"rmediate ly obvious to them.

> Ss look at the remain ing words in the box and make:a i rs ofopposi tes. Encourage Ss to use a d ic t ionary for the, ' ,ords they don' t know. Ss checl< answers in pai rs , then as: whole c lass.

Answersbig - smat thorr ib le - n icemodern - old-fashionedold - youngpretty - ugtyuseful - useless

OPTIONAL EXTENSION

Ss pract ise making sentences to descr ibe the i tems in thepicture in ex. 3a (e.g. The bog is yellow, The shoes areold-fashioned, etc.).

Grammat I tnis, that, these, those

7A > ' ; : i : r r Ss look at the p ic tures of Kar t and Jodie at amarket stall in ex. 8a. Ask: Where are they? What ore theydoing? What ore they looking af 7 Ss l isten to the recordingto f ind out what Jodie and Kar[ are looking at .

b > Rst Ss to took at the p ic tures and the completedsentences in ex. 8a and then to complete the Act ivegrammar Dox.

> As par t of the feedback, expla in that fh6 (s ingutar) andthese (plura[) are for things near to us; that (singutar)and those (pturat) are for things farther away. Usegestures to demonstrate the point to Ss. Help Ss wi th thepronunciat ion of the four words.


, Active grammar

i s ingular : th is ; that

C ) Ss correct the under l ined words. Ss check answers inpai rs , then as a whole c lass.

> Emphasise to Ss that those and these are p lura l andtake ore, e.g. Those/These are cars. This and That aresingular and tal<e rs, e.g. That/This is a cor.

Pronunciation I ht and, ti:/9a > ' , ; : , ; psf the l t l and l i : lvowel sounds on theboard. Play recording r .3r and wr i te fhrs and these underthe correct sound. Ss l is ten and repeat .

b > . , ; ; r : : p [3y recording r .32. Ss put the words in thecorrect co lumn of the tabte. Ss t is ten again and repeat theworo5.

> Direct Ss to the Pronunciat ion bank on page 47.

AnswersIrl this - big, t isten, sister, swim, think/i:/ these - clean, green, niece, read, teacher

] OPTIONAL EXTENSION

; Dictate further words to Ss (e.g. sheep, bit, dinner,i invent, f i lm, people, sleep, keep, l ip, sit, meet).Ss addr them to the tabte.

Speaking1O > Ss work in pai rs to produce sentences inc ludingthis/thot/these/those plus the adiectives from ex. 5a,as in the example. Help Ss wi th the sentence st ress andintonat ion, exaggerat ing i t a t i t t te to make the point .

b > Ss t is ten again to ident i fy the adject ives f rom ex. 5a.

Answersa betta coal

Answershorribteugtynice

scarvesshoesa bag

prettyotd-fashionedusefuI

c > Ss discuss the quest ions in pairs.

Answers1 n o2 n o

8a > Ss l is ten again to recording r .3o and f i t l in themiss ing words.

3 yes4 n o5 yes

Answersr horribte 3 prettyz ugty 4 otd-fashioned

Answersr thatz This

3 t s4 aren't

2 Communication- : r i is Lesson, Ss I is ten to people descr ib ing thei r hot idays

and ask and answer quest ions about thei r own hol idavrout ines.

OPTIONAL WARMER' Put these three headings on the board: ln the city, tn

the mount l ins,At the beoch. ln pai rs , Ss d iscuss whichI [ocat ion is the best for a c i ty hot iday, a hol iday in theI mounta ins and a beach hol iday. They must g ive reasons

for their choices. \E.g. I think Bondi Beach in Australia isthe best for a beach holiday. lt's good for scuba divingand I love kangaroos.) Elicit suggestions from the class infeedback. F ind out which is the most poputar dest inat ionfor each type of n"lld1,

1 > Ss lool< at the photos showing d i f ferent hot idaydes t i na t i ons . I n pa i r s , t hey ma tch the cap t i ons to t hepno ros .

4a > Ss lool< at the words in the box. In pai rs , tneycomplete the quest ions us ing one of the words for eacngap. In feedback, hetp Ss wi th the l4 lh sounds in theq uest io ns.

Answersz Who3 you

4 s o5 When6 d o7 What8 t ime, go

Suggested answersAl[: camera, guidebool<, magazine, passport, suitcase,SUnSCreenBeach: sunbatheCity: go sightseeing, museumMountains: go sk i ing

b > Ss ma tch the answers t o t he ques t i ons i n ex .4a .Ss checl< answers in pai rs , then as a whole c lass.

Answersb rc 5d 6e 8

2a > , , , . Ss l is ten to the peopte descr ib ing hot idaysand match the speakers to the photos.

b > Ensure Ss understand the vocabutary in the quest ionsbefore playing the recording a second t ime. Ss t isten againto f ind out what each speal<er br ings with them on hot idav.

Answersr C2 A

3 B

AnswersMatt - CWendy - BGareth - A

Answersr Wendy

i 2 Matt3 Gareth4 Matt5 Gareth

C > 5s I is ten and match the act iv i ty to the speal<er orspeakers.

Answersr Gareth2 Matt3 Wendy4 Gareth5 Wendy and Gareth

3 > Ss wor l< wi th a par tner to decide which i temcorresponds to which type of hot idav.

i f 7

l g 2n 3

5a > Ss wor l< in pai rs and ask each other about thei rhot iday rout ines us ing the quest ions f rom ex. 4a.Encourage Ss to answer at length, wi thout worry ing aboutmal<ing mista l<es. As you moni tor , note down any obviouserrors, which you can deal wi th la ter .

b > nsk a number of Ss to descr ibe thei r par tner 's hot idayrout ines to others in the c lass. Wi th large ctasses, Ss canwork in groups.

OPTIONAL VARIATION

Ss work in smal l groups. Together they must decide ona group hot iday which wi t t p lease at t the members ofthe group. They must choose a dest inat ion, a type ofaccommodat ion and a t ime of year for thei r hol idav.

2 >


1 >

AnswersB He reads h is emai ls at hal f oast n ine.C He eats a sandwich at quar ter to one.D He finishes work at hatf past six.E He watches tetevision at ten o'clock.F He goes to bed at hatf past eteven.

Answers1 get upz has3 g o4 Cteans5 ptay

Answersr don't get upz doesn't have3 don't go

4 doesn't clean5 don't ptay

Answersr What does she do in the afternoon?z Where does he have [unch?3 Do you work in an office?a When does he f in ish work?5 What do you do in the evening?

Answersr hotidays

3 parties

5 watches

Answersz these, bags, horribte3 that, suitcase, old4 What's this? lt 's an MP3 ptayer. lt 's modern.5 What are those? They?e scarves. They?e pretty.

Possible answersPersona[/Clothes: bag, belt, book, ctothes, coat, scarf,shoe, watch, [aptop computer , mobi le phone, MP3 ptayerHouse/Home: magazine, DVD player, laptop computerEquipment : d ig i ta l camera, laptop computer , mobi tephone, MP3 player

2 Writing bank

1 >

2 a >

3 >

Answers1 get up2 WOTK3 tOWn Centre4 check5 sandwich6 meet ings7 f in ish8 friends

9 park10 watch

4 >

b >6 sharks8 scarves

3 a >

Answers1 anoz after that3 then

Answersr then2 ano3 Then4 After that

4 > Ss 'own answers

5 > Ss wri te about their rout ines.

b >Ss 'own answers

Answersr She's a police officer.2 n o

3 a sandwich4 no, in the morning5 5.306 wa tchTVor readabook

Answerthe pronoun

Overview

Lead-in

3.1

Revision : Activities; places

Can do: Talk about what vou do inyour free timeGrammar: Adverbs of frequencyVocabulary: ActivitiesSpeaking and Pronunciation:Activities q uestion naireListening: What people do in theirlunch breakReading: An online message board

Can do: Ta[k about your abititiesGrammarl can/can'tVocabutary: Sports and gamesSpeaking and Pronunciation: can/can'tReading: Live the dreaml

Can do: Take and leave a simolephone messageVocabutary: NumbersSpeaking and Pronunciation: WordstressHowto.. . use the phone; take andleave a messageReading: Mobile Crazy!Listening: Phone messages

Talk about other people's abilitiesCommunicat ion

Reference

Review andPractice

Writing bank Write a short messageHow to... use punctuation (z): futlstops and question marks

CEFR Can do obiectives

3.r Tatk about what you do in your free t ime3.2 Ta lk about your ab i l i t ies3 .3 Take and leave a s imp le phone messageCommunication Tatk about other people's abi l i t ies

Y::ii:c l1:l *_111" : :1"'l T::::i:CEFR Portfol io ideasa ) P a i r r e c o r d i n g . A f r i e n d l e a v e s a m e s s a g e o n y o u r p h o n e a b o u t

a party at his/her house. Phone back and record your answer.b) Write an art icle about your fr iend. Write about what he/she l

can do or can't do.c ) An e lder ly member o f your fami ly sends you a no te . He/She ,

needs your help. Read the note and write your reply message. ,

Lead-in

OPTIONALWARMER

Ss work in pai rs and te l l the i r par tner what they would doon their day off, e.g. read the paper, go for a walk, stoy inbed, eIc. Write their suggestions on the board.

1a > Ss lool< at the photos andohrases in the box that descr ibe

choose s ix verbs and verbthem.

3 .2

3.3

AnswersA swim C listen to music;B go shopping; read a book

meet friends D ptay the guitar

> Ask Ss to check the words they don' t know wi th apar tner . Draw thei r at tent ion to the use of the def in i teand indefinite article: go to a concert/go to the gym; play

footboll/play the guitar; watch TV/watch a DVD; surf |heInternet/read a book.

b > f t ic i t answers to the quest ions as a whote c lass. AskSs which of the act iv i t ies they enjoy doing.

Possible answers1 go to a concert, meet friends, ptay footbaltz go for a watk, go shopping, go to a concert, go to the

gym, ptay footbalt, sunbathe, swim

3 cook, l isten to music, play games ontine, ptay theguitar, surf the Internet, watch TV/a DVD

C > Ss organise the words according to the table inpai rs . There wi t [ be some over tap between the categor ies.Encourage Ss to d iscuss these.

2a > Encourage Ss to add as many act iv i t ies as they can.

b > tn pai rs , Ss ask and answer quest ions about thei r f reet ime. Draw Ss'at tent ion to the use of preposi t ionsr in themorning/evening, at the weekend, on Mondays.

c > Ss tet t the ctass about thei r par tner . Wi th largergroups ask: Who else ploys the guitor? Who else likesreading?to speed up the feedback.

Possible answersAt home: cook, l isten to music, meet friends, playgames online, ptay the guitar, read a book or magazine,sunbathe, surf the Internet, text friends, watch TV/a DVDIn the park: go for a watk, go to a concert, [ isten to music,meet friends, ptay the guitar, play footbalt, read a book ormagazine, sunbathe, text friendsAt the shops: go shopping, meet friends, text friendsAt a clublnightclub: go to a concert, l isten to music, meetfriends, text friendsAt a sports centre/swimming pool: go to the gym, meetfriends, play footbatt, sunbathe, swim

3.1 Lunchtime leisure

ln th is lesson, Ss focus on what peopte do in thei r f reet ime , They I i s ten to and read abou t wha t peop le do i n t he i rlunch break. Ss ta lk and wr i te about thei r own f ree- t imeact iv i t ies.

Listening1 > r ' ; ; . , r ; , Ask Ss to focus on the photos. Et ic i t ideasabout the l< ind of th ings people do in thei r lunch breal<(listen to their iPods/the rodio, go for a walk, meet friends,check emai ls , etc . ) , Put suggest ions on the board. Try toel ic i t some of the key vocabulary f rom the l is tening textduring feedback (e.g. conteen, go for a walk, go shopping,carry on working, check emoils, go to the gym, etc.).

> Tel t Ss they are goingto I is ten to four people ta l l< ingabout what they do in thei r Iunch breal<. Expla in you wi [ [p tay the recording twice. They must do ex. 1 as they l is tenthe f i rs t t ime and ex. 2 as they l is ten a second t ime.

> Ss I is ten and match the speaker to the correct photo.

AnswersStig: photo DAmber: photo CMatt: photo AAi tsa: photo B

2a > Ss lool< at the act iv i t ies in the tabte, then I is ten andt ick which act iv i t ies are ment ioned by whom. Ss checkanswers wi th a par tner . then as a whole ctass.

AnswersS t i g : 3 , 4 , 5 , 8Amber : 7 ,8Matt: 3, 5, 6,7Ai tsa: r , a , 8

b > Ss read the f ive sentences. Ptay recording r .34 again.5s l is ten to see i f the statements are t rue or fa lse. Af terl is tening, Ss check answers wi th a par tner and then as awhole c lass.

Gfamm&f I adverbs of frequency

i OPTIONAL GRAMMAR LEAD-lN

Focus on the fa lse statements r and 5 f rom ex. zb:. Stig sometimes stays at his desk in the lunch hour. Ask:: Why is this falseT What is the right answerT (Stig usually. hos lunch at his desk; he atways leoves his desk at'. lunchtime.)t Ailsa goes to the gym in her lunch break. Ask: Why is this: false? What is the right onswer? (Ailso never goes to the: gym at lunchtime)

3a > 5s complete the sentences wi th a par tner , then usethe audioscr ipt to checl< thei r answers.

Answers1 take2 leaves, goes

3 takes, goes

4 goes, has

b > Ss complete the f i rs t par t of the Act ive grammar box.Draw the scale on the board and ask Ss to come up and f i l lin the correct f requency words dur ing feedback.

> Write on board: Amber is often at her desk. He usuollvgoes for o walk. She doesn't alwovs take a lunch break.She never goes to the gym. Underline the adverbs off requency. Ss complete the second par t of the Act ivegrammar oox.

Active grammar

(a tways), usualty, (often), someti m es, (occasio nalty),neverafter the verb to bebefore other verbs

) Negat ive sentences: Expla in how the adverbs gobetween the auxi l iary don' t /doesn' f and the main verbin negative sentences. Ask: Where is the negative in Shenever goes to the gymZ ( l t is conta ined in the word never .She doesn't never go/She never go to the gym are bothinco r rect . )


4a > Ss order the words to make sentences. Ss checl<answers wi th a par tner , then as a whole c lass. HetpSs with the word order: in the morning, on Sundays, at theweekend, etc . go at the end of the sentence.

Answerst Fz f

a Tt + Fc F

I t is common for workers in Engl ish-speaking countr iesin Europe or Amer ica to have a Iunch break dur ing thework ing day. Typicat ty , the t ime g iven for th is is onehour and indeed t radi t ionat ty th is break was commontyreferred to as the ' lunch hour ' . However, as people arework ing in increasingty pressur ised jobs, the conceptof lunch hour is changing and many people are tak ingshorter breaks at luncht ime and even eat ing at thei rwork stat ion. A tvp ical lunch consists of a sandwich anda drinl<, often eaten in parks or coffee shops. A largeIunch in a restaurant dur ing the work ing day is not verycommon except for important business meet ings or onspecia l occasions.

Answersr We often go to concerts.z Lara occasionally cooks Chinese food.

3 Jason usualty ptays footbatt in the evening.

4 My parents never read in bed.

5 | a tways go shopping at the weekend.6 Dan somet imes goes to the gym in the morning '

b > Ss rewr i te the sentences to mal<e them t rue about

themselves. Ss compare sentences wi th a par tner . Et ic i t

three or four sentences dur ing feedback '

OPTIONAL VARIATION

In pai rs Ss mal<e sentences about themselves. Give them

a few minutes to prepare thei r sentences. Each pai r reads

out thei r sentences and the others have to guess whether

the sentences are true or false, e.g. I never eat chocolate.

X usually gets up early on Saturdays. Y sometimes sings

in the shower, etc.

C > Ss O,r . r r r -*n. , t f 'uv/ t f 'u i r cot leagues do dur ing thei r

lunch break. Ss can use the vocabulary in ex. za and the

d iag ram in ex . 3b to he lP them.

Reading5 > Ss mal<e sentences about Shane based on the text .

Ss should read the text s i tent tY.

6 > Ss f i rs t complete the words and then use the text to

order the days of the weel<. Focus on the pronunciat ion of

the words, especially Tuesdoy, Wednesday and Thursday'

Asl<: What day is today? What day is tomorrow? Teach the

expressions the day after tomorrow and the day beforeyesterday.

AnswersTuesdayWednesdayThursdayFridaySaturdaySunday

Vocabulary I activities

7a > Ss wor l< wi th a par tner . They read through the

lesson in order to f ind the act iv i t ies to complete the word

forl<s.

Answersgo to the gym, go to the park, go to an evening class, go

to a concert, go to the cinemago on the Internet, go on Facebool<go for a walk, go for a long lunchgo shopping, go running

b > Ss add expressions to the word forks ' Ss compare

answers wi th a par tner , then as a whole c lass '

c > Div ide the board in to three sect ions. Wr i te btanl< word

forl<s for hove, do and read in each section. lnvite Ss to

come to the board and add expressions to the word forks.

Suggested answershave an idea, have fun, have dinner, have a bath

do the shopping, do my homework, do yoga

read a bool<, read a magazine, read the news

Speaking and writing8a > Direct Ss to the quest ionnaire ' Ask them to read

through the act iv i t ies and t ick the ones that appty to them,

then wr i te in when they do th is act iv i ty , e .g ' on Sunday

mornings, on Saturday evenings, at night, in the morning,

ot the weekend. They then add act iv i t ies to the char t .

b > Ss in terv iew each other about what they do in thei r

f ree t ime and comptete the guest ionnaire for thei r par tner .

9a > Ss wor l< atone and bra instorm ideas about thei r f ree

t ime. Ss compare l is ts wi th a par tner .

b > tv todet one or two exampte sentences on the board,

e.g. t wotch TV on Monday evenings' I reod the newspapers

on Saturdays. Ss write a short paragraph based on their

notes for ex. 9a.

OPTIONAL VARIATION

Ctass survey. Put the fo l lowing headings on the board:

usually, sometimes, occasionally, never. (lf Ss areconf ident , you can increase the number of headings, e.g.

rarely, often, once a week.). Elicit How many of us watch

TV every day?, How many never go to the gym?' etc.Cot tate the in format ion under the d i f ferent headings ' You

can use the l is t o f act iv i t ies in ex. 8a and za for th is .F ind out the most poputar act iv i t ies in the ctass. Wi th

larger c tasses, Ss can work in groups. Ss wr i te the resul ts

of the survey, e.g. Zo percent of us go for walks once a

week, eIc.

Suggested answersgo to steep, go to worl<, go to towngo on a picnic, go on holiday, go on a tripgo for a swim, go for a cycle, go for a drivego hiking, go iogging, go cYcting

Answersr never s leeps

i z always leaves the office

3 always uses the comPuter

I t+ sometimes listens to music

I s occasional ly goes shoPPing

8.2 Can you do it?

Rebecca Romero is an Engl ish ath lete f rom Surrey. Herf i rs t spor t was rowing and she won a s i lver medaI in tneAthens zoo4 Olympics and a gold medat in the Wor ldChampionships in zoo5. However, she suf fered f rom bacl<pain and she gave up rowing in zoo6. Instead, she tool<up t rac l ( cyc l ing and she won a gotd medal for cyc l ing inthe Bei i ing zooS Olympics. She is the second woman everto win medats in the Olympics for two d i f ferent spor ts .Roswi tha Krause of East Germany was the f i rs t woman todo th is , winning medals in swimming (1968) and handbal l3976 and r98o) . Indiv idual t rack cyct ing is no longeran event in the Olympic programme which means thatRebecca Romero wi l [ not be able to defend her t i t te atfuture Olympic games. See ht tp: i /www.rebeccaromero.co.uk/ for fur ther in format ion.

n th is lesson, Ss read about Olympic medal t is t RebeccaRomero. They learn how to descr ibe thei r own and other3eopte 's abi t i t les.

Vocabulary I sports and games1a > Ss focus on the p ic tures and match them to ana ctivity.

Answersaerobics Dbasketbat t . lchess Hjudo Irowing Grunn ing Fski ing Btennis Awindsurf ing Cyoga E

OPTIONAL EXTENSION

Ask Ss to categor ise the words in to ( r ) indoor/outdoor

":l '":.t a1u

_(z) act vit es wh j;h we do af one/in team:

b > Ss complete the table and check answers wi th apar tner . and then as a whote ctass.

Answersdo: judo, yogago: rowing, sl<iing, windsurfingplay: basketbat l , tennis

) Draw Ss'at tent ion to the fact that p loy is usua[ [y usedwi th act iv i t ies done in teams or games. Do is usual ly usedwi th non-game act iv i t ies, for instance those we do atone.Ask Ss what they not ice about what is usual ly used wi th go(the -ing form of the verb).

C ) Ss as l< and answer quest ions about the act iv i t ies inpairs. Review the phrases on Mondays, at the weekend, inthe morning to help them.

OPTIONAL EXTENSION

Ss c lose thei r books. They ta l<e i t in turns to mime oneof the act iv i t ies to another s tudent , who m ust guesswhat it is and give the whole expression: go skiing, playbasketball, do yoga, eIc.

Reading2a > Direct Ss to the photos of Rebecca Romero andd i scuss the ques t i on as a who te c l ass .

b > tet l Ss they are going to read the f i rs t par t of anewspaper ar t ic le about Rebecca Romero. Preteach degreeand medal.

) Ss lool< at the table f i rs t and then read the shor t text .Ss comp le te t he tab te . E l i c i t answers as a who te c l ass .

I AnswersAge: z9Nat iona[ i ty : Br i t ishQualif ications: degree in sports science and EngtishAchievements: two Olympic medals in two differentsports

3 > Direct Ss to the longer text about Rebecca Romero.Put the word ceremony on the board and encourage Ss toguess the meaning as they read. Ss read the text andanswer the quest ions. Ss compare answers in pai rs beforewhote-c lass feedback.

Answers1 rowrngz has a bad bacl<3 doesn' t remember4 sk i ing

GrammAX I can/can't4a > Ss cover the text on the previous page and wi th apar tner t ry to remember what Rebecca can and can' t do.They lool< at four act iv i t ies in ex. 4a and in pai rs put a {against what she can do and an X against what she can' tdo. Ss checl< thei r answers in the text .

Answers'/ cycte fastX row, run, ptay tennis

rowing, tracl< cycling

b > Ss complete the sentences us ing con and can' t andthe quest ion form. Put can and can' t on the board andpoint to the correct answer dur ing feedback.

AnswerscancanL O I I

can' t

> Asl< 5s i f they not ice anyth ing d i f ferent about the verbcon. El ic i t the fo l lowing: i t never changes (no s af ter he/shecan). l t doesn' t need another verb to mal<e i t negat ive or toask a quest ion ( l con ' t swim,not I don' t can swim. Can youswim? noI . Do you con swim). l t a tmost a lways has anotherverb with it ( l con swim).

> Ss complete the Act ive grammar box.

Active grammar

cancan' tCanca n ' tr N oz N o


C > Ss note which of the act iv i t ies l is ted they can andcan' t do, Asl< Ss to wr i te shor t sentences about thei rabitit ies, e.g. I can play chess, I con't ploy football, etc.

OPTIONAL EXTENSION

Ss work in pai rs to make sentences and the other Ssguess who or what they are descr ib ing, e.g.It can fly. It con talk. It can't sing. (a parrot)He can fly. He con lift heavy objects. He can't do magic.(Superman)

Pronunciation I tal. /a/. te,t

5 ) * : i : , T€[ [ Ss they are going to l is ten to two mothersdescr ib ing what thei r ch i ldren can and can' t do. Ss lookat the l is t o f act iv i t ies. Play recording 1.35 once. Ss checl<answers wi th a par tner . then check wi th the whole c lass.

Answersplay the p iano - Ss ing - J , 5dance - Sptay footbatl- Jptay tennis - .1, Ss k i - Sspeak French - J, Sspeak Spanish - Sr i d e a b i k e - ld r i v e a c a r - S

6a > , , ; r . ; r P laV recording r .35. Ss note how can andcan' t are pronounced. Put the phonet ic symbols on theboard and say the sentences for the Ss, emphasis ing thedi f ferent voweI sounds. Ss reoeat the sentences af ter therecording. Draw Ss'at tent ion to the f ina[ / t / ending incan' t .

b > Direct Ss to ex. 5 again. ModeI a few quest ions aboutwhat Jonny and Susie can do wi th the whole c lass. Ask:Con Susie speak Spanish?Ss answer Yes, she can, or No,she can' f . Ss cont inue the exerc ise in pai rs .


7ah > Ss work in pai rs and asl< and answer quest ionsabout themselves based on the act iv i t ies l is ted in ex. 4c.Ss then go on to ask each other quest ions about otherabi t i t ies, s imi lar to the ones l is ted in ex. 5. Moni tor andcorrect any errors you hear.

Speaking8a > Ss wor l< in smal l groups. They lool< through thevar ious act iv i t ies and d iscuss thei r own abi t i t ies in re lat ionto them. Encourage Ss to respond to what others can andcan' t do, e.g.

Sr : I can p lay the saxophone.

Sz: Oh, when d id you [earn? ls i t d i f f icut t? etc.

I t is not important i f they make mistakes dur ing th isactivity.

b > One student f rom each group descr ibes thei r overal lf ind ings to the rest of the c lass.

OPTIONAL VARIATION

Give each student one of the abi t i t ies f rom the ccncotumn in ex. 8a. They c i rcutate and ask other Ss i f theyhave that abi t i ty . l f the answer is 'No' , they move on, but i fthe answer is 'Yes ' , they have to f ind out two more th ingsabout that abi t i ty and that person.E.g. Con you speak three languages? Yes. Whichlanguages? Where did you learn French?, eIc.

3.3 Phone fun

Spet t ing convent ions for text messages are of ten d i f ferentf rom those in ' regutar 'wr i t ing. Singte d ig i ts and s ingteletters often replace words in text messages and informatemai ls . Some common abbreviat ions used in textmessaging are C u l8r (See you tater), Ixf b4 u go (Textme before you go) and R u coming znite? (Are you comingtonight?) . Other abbreviat ions inctude OMG (oh my God!) ,tOl ( taugh out toud) , ASAP (as soon as possib le) andFYI ( for your in format ion) . However, these spel l ings andabbreviat ions are only acceptable in in formalset t ingsand shoutd never be used in other contexts, especia l lyexams or more formal ernai ls .

n th is lesson, Ss read about text ing and phone throwing:ompet i t ions and l is ten to phone messages. They pract iseraking shor t te lephone ca[ [s where they ta l<e and leaves imp le phone messages .

OPTIONALWARMER

Ss discuss in pai rs when they woutd text rather thanphone someone. Put these headings on the board toguide the discussion: Who?1Why? (reason for the catt)When? (time of day), etc. Don't worry about Ss makingmistakes dur ing th is act iv i ty , but encourage them toexpress thei r v iews as best they can.

1 > Ss answer the quest ions in pai rs . Estabt ish whetherSs make more ' soc ia I ca [ [ s ' o r 'wo rk ca l l s ' on t he i r mob i l esdur ing ctass feedback.

2a > Tet t Ss they are going to read about two d i f ferentmobi le phone compet i t ions. El ic i t suggest ions as to thekind of act iv i t ies which might happen at these events.

> Expla in to Ss that they wi t t read the text twice, the f i rs tt ime very quickty and the second t ime much more s lowty.D i rec t t hem to t he ques t i ons and te [ [ t hem they have oneminute to f ind th is in format ion in the text as quick ly aspossib le. feach throw (mime throwing a bal l ) . Expta in thatthey do not need to understand the text fu t ty at th is point .Stop the act iv i ty af ter a minute and have Ss ca[ [ out theanswerS.

Answersa 2b 3c 7

b > Ss look at the columns and predict what the answerswi t t be wi th a par tner . Do not g ive feedback as they wi t tf ind the answers in the text. Preteach fan, the overogeDhone user and chamoion.

) Ss read the text again s i lent ly and complete thematching exerc ise as they read. Ss check answers in pai rs ,then as a whole c lass.

C > Et ic i t react ions to the numbers f rom Ss as a whotectass.

3a > Ss ctose their books. Asl<: What else do you useyour mobi le phone for? El ic i t suggest ions (e.9. take photos,ptay games, etc . ) .

) Ss open thei r bool<s and look at the I is t in ex. 3a. Theyt ick the features they use on thei r mobi te.

b > Ss compare t is ts wi th a par tner . Review the adverbs offrequency from Lesson 3t (sometimes, occasionally, never,etc. ) . In feedback, as l< Ss how of ten thev use each feature.

Vocabulary Inumbers4 ) . , , , In pai rs , Ss match the f igures to the l^" ' r i t te"n u m b e r i n t h e b o x . T h e n t h e y l i s t e n t o r e c o r c i . g 1 , 3 - i o s e .i f they were r ight .

Answerst66o6oo6ot66o6,ooo66t66o,ooo6oo,ooo6,ooo,ooo6,ooo,ooo,ooo

sixteensixtysix hundredsix hundred and onesix hundred and sixtys ix thousandsix thousand, s ix hundred and s ix teensixty thousandsix hundred thousandsix mi l t ionsix b i l t ion

Pronunciation I word stress5a > . ' . , ; P lay recording r .38. Ss I is ten and under l inethe s t rong sounds , t he ma in s t ress i n t he numbers .

) Revise the phonet ic symbots l t l and / i : / to hetpemphasise the point . Ss repeat the words af ter you.

b > , . , , r , , , Ss l i s t en to reco rd ing r .39 and t i ck the numberthey hear. They checl< answers wi th a par tner , then as awho te c tass .

Answersz d

t h+ f5 g6 c7 o8 a

Answersr fortyz eighty

3 seventeen

4 thirteen5 ninety5 sixteen

c > Ss test each other .



Ask Ss i f these numbers have any s igni f icance as ages, in thei r country (e.g. dr iver 's I icence at r6, vot ing at r8,

women retir lnS at Uo: . l . r:

Listening

OPTIONAL LEAD- IN

Ss work in smat[ groups to d iscuss the fot towing: questions: How many phones do you have in yourhouse?,. Which rooms ore they in? Are there times when you don'tI answer the phone (e.9. during dinner, efc.)? In whole-'

c lass feedback, establ ish who uses the phone the most ineach group.

6a > Tel t Ss they are going to l is ten to f ivedi f ferent phone messages. Ss read the f ive names f i rs t .P lay recording 1.40 once and Ss l is ten to f ind out whichname re la tes t o wh i ch message .

b > Ss read through the wr i t ten messages in thei r books.Ptay the recording again. Ss comptete the texts wi th themiss ing words. They check answers in pai rs and then as awho le c l ass .

Answersr Jane, c inemaz call,o75z3 Brown, camera, week, 6.3o4 dinner, office5 David, 39y call

Answersdoubte e ight

7A > ' , , Ss work in pai rs to put the sentences in to the

correct order .

Answersz Hello, can I speak to Laura, ptease?

3 She isn't here right now. Can I take a message?4 Yes, please ask her to phone Jeffrey.5 OK.What 's your number?5 lt 's orr 9o8 556t.7 OK. Bye.

b > Ss pract ise the d ia logue in pai rs . Moni tor Ss,correct ing any obvious mispronunciat ion you hear.

8 > Ask Ss: /s the dialogue in exercise 7 o formal orinformal call? (formal) Elicit when we mal<e formaI calls(e.g. to mal<e an appointment , to f ind out in format ionabout opening/ctos ing t imes, to make a compla int , e tc . ) .Asl<: Who do we moke informal calls to? (friends, famity)

> Ss completethe How fo. . . box in pai rs . The d iatogue inex. 7a wi t l hetp them for some of the answers.

Speaking9 > Ss pract ise making phone cal ts in pai rs . Give Ss t imeto read thei r ind iv iduaI br ie fs . Student A 's br ie f is on pagerz9. When Ss have f in ished, ask a d i f ferent pai r to modeleach of the phone ca[ [s to the others.

OPTIONAL EXTENSION

r Ask 5s: What ore the good things about having amobile phone? (can always be reached, texting, etc.).

, Asl<: Are there any bad things about fhem? (can extendI the work ing day, in terrupt ions, etc . ) 5s wor l< in smal l

groups. They mal<e a l is t o f four advantages and fourd isadvantages of mobi le phones. Do not worry about Ssmaking mista l<es dur ing th is act iv i ty .

Answersr takez d 5 K

3 number

4 lt 's

5 This6 message

AnswersDamian 4Mary Wilde 5Benson Cameras 3Steve Henshaw z

) Ptay message 5 again. Ss I is ten to how we sav 88.

3 Communieation

A ski l ls exchange is where one person of fers a par t icu larsk i t I or serv ice in exchange for another sk i l l or serv icefrom someone e lse. l t is l i l<e a 'swap shop' for s l< i t ts /serv ices. People post thei r sk i t ts and what they are[ool< ing for onto a sk i l ts exchange not iceboard or websi te.

r th is [esson, Ss d iscuss other people 's abi t i t ies and needs^ the context of a Sl< i t ts Exchange serv ice.

OPTIONALWARMER

Ss tool< at the jobs column in ex. ra. They work in smat lgroups and decide which of the iobs they consider(r) most interesting, (z) most diff icutt, G) most boring,

1a > Ss work in pai rs to match the abi t i t ies to the lobs.

b > Ss extend the t is t o f f obs and abi l i t ies. Give them a'=,v prompts to get s tar ted (e.9. doctor , Pr ime Minis ter) .

2 > El ic i t ways of loo l< ing for an e lect r ic ian or a p lumber: do something in your house (e.g. ads in the Yel low

-- :ges phone book, ads in [oca[ newspapers, word-of-- : u t h ) .

> Ss read the adver t for Bar ton Ski l ls Exchange. El ic i t what. Ski t ls Exchange is .

3a > Ss read about Carmen and Br ian and complete theI a, ton Ski l ls Exchange cards for them. They check answers- ca i r s and then as a who te c l ass .

AnswersCarmenWhat she can do: speak Spanish and German, paintand draw, take digitat photos and change them on the

What she needs: a dr iverBr ianPhone number: 577 894 5o5'#hat he can do: repai r cars and engines, repai r houses,-'rake furniture in wood and metal, repair computersWhat he needs: a c leaner

b > l , : : : : , Ss I is ten to recording t4z and complete theski l ls exchange cards for the other two people. Ss checkanswers wi th a par tner af ter the f i rs t l is tening. Ptay therecording a second t ime then check answers.

4 > Ss work in pai rs and match sk i l ls for the four people.Before they star t , remind Ss to use con' t as wel I as can.Asl< them to g ive as many just i f icat ions for thei r pai r ings asthev can.

Suggested answersDar io and CarmenBr ian and L izz ie

5a > G ive Ss a m inu te o r two to t h i nk abou t t he i r ownsl< i l ts and what sk i l t or serv ice they need. Di rect Ss to thesuggested language in the example d iatogue before theystar t . Each student in terv iews two other Ss and completesa s l< i l ls exchange card for them.

b > Ss reform into smat l groups. Try to ensure that the Ssin th is group have not spol<en to the same students dur ingex. 5a. Each student shoutd have two s l< i l ts exchangecards. 5s compare cards and match.

) Encourage Ss to expla in and f ust i fy thei r v iews. l t is notimportant i f Ss make mistakes dur ing th is act iv i ty . Dur ingmoni tor ing, note down any obvious errors and deal wi ththem in a general way when the act iv i ty has f in ished.

AnswersDarioPhone number:887 7t5 992What he can do: ptay the piano and guitar, drive, playcompuler gamesWhat he needs: a photographerLizziePhone number: o777 334898What she can do: ptay footbatt, basketbatt and tennis,cook, clean and do houseworkWhat she needs: someone to repair her taptop

Answe1 5

z i

4 br i

6 hJ T

8 en f

1 0 0

2 >3 >


1 >

Answersr Malcotm doesn't have a iob.z Malcolm doesn't have an address.

3 Malcotm never goes to work in the morning.4 Malcotm never eats in restaurants.

5 Malcolm occasionatly has lunch in a caf6.5 Malcolm sometimes meets friends in the park.

7 Malcolm's days are always boring.8 Malcolm doesn't l ike his l i fe.

Ss 'own answers

Possibte answers1 Computers can check spell ings/can't ptay footbatt.z Sharks can swim/can't drive.

3 Mobi le phones can send p ic ture messages/can' tth ink.

4 Dogs can run/can't send text messages.

4 >

I Writing bank

1 >

Answersr Cz A

3 Dt + B

2 >

AnswersA to Louisa, from Ben - Can you catt him before then?B to Steve, from Dave - Can you come and watch it at

my house?C to Satty, from Suze - Can you get some (bread)?D to Mr Owens, from Michael Thomas - Can you get to

the meeting at 8.3o?

3 >

Answersr ? (question mark)z . (futt stop)

4 >

Answersr futt stop, full stop, question markz fult stop, question mark, ful[ stop

3 full stop, question mark, futl stop

Answershe can plav basketbal[he can' t p lay tennishe doesn' t [ ike tennis

he plavs the guitarhe sings toohe doesn' t dancehe can't plav the piano

5 >

6 >

Ss'own answers

Ss wr i te three messages.

6

A n s w e r s 4 g o 8 d o1 go 5 send, go 9 go2 meet 6 show 10 go

3 go 7 buy 11 watch

Answers 4 running 7 the Internetz anightc lub 5 reading 8 swimming

3 aDVD 5 mus i c

7

Answers

W E E K E N D

T U E s n A

M o N D A Y

s U N D A

ETI H U R S D A

) A I U R D A

R I D A

Y

Overview

Lead-in! 1

(ommunication

Reference

Review andPractice

Writing bank

L3

Revision: Food; measures; moneyCan do: Talk about ouantitiesGrammar: Countable and uncountabtenounsmuch/many/a lot ofVocabutary: FoodListening and Reading: Eating aroundthe world

Can do: Talk about your diet andtifestyleGrammar: a/an, some and anyVocabu{ary: ContainersAdjectives (z) r feelingsSpeaking and Pronunciation: {al andI / \ I

Diet quiz

Listening: A television programmeabout rubbish

Can do: Order food in a restaurantGrammar: Object pronounsHow to... order food in a restaurantRoteplay: ordering a mealListening: Ordering a meal in arestaurant

Ask people for things and give peoplethingsHow to... go shopping at a market

Lead-in

The U5, Canada, Austrat ia and New Zeatand each havethei r own currencies, at t ca l led dol tars and cents. In theUK, the pound ster t ing and pence are used. The Republ icof l re land is par t of the eurozone and uses euros andcents, whi le South Afr ica uses the rand and cents.

OPTIONAL WARMER

I 5s work in smal l groups of three or four . They tet t eachi other what thei r favour i te food is in these s i tuat ions:I G) in bed when you' re not feel ing wet t , (z) at the beachi on a hot day, (f) served with a drink in a bar.

1a > Ss look at the photos. They match the words inthe box to the food in the p ic tures. They check answers inpai rs , then as a whote c lass.

b > Ss match otherwords they know to the p ic tures.

2a > Et ic i t how of ten Ss shop for food (once a week,every day, twice a week, etc.). Ask: Do you buy a lot ofmilk? Do you buy a lot of fruit? etc.

> Ss put the words in to the correct cotumn. Checl< answersas a whole c lass.

b > Ss work wi th a par tner to f ind other words.

3a > Ss match the words in the box to the p ic tures. Et ic i tanswers as a whole c lass.

Answers C noteA credit card D cash machineB coin E receipt

b > Ss work in pai rs to ask and answer quest ions.Ss tat l< about the d i f ferent p laces they buy thei r food(supermarket , market , [ocal shop, etc . ) . Then they d iscusshow they pay (cash, cheque, credi t card) .

AnswersPictures B and C show cash.

Describe yoursetf and other peopleHow to... use pronouns {r)


4.r Talk about quanti t ies4.2 Talk about your diet and l i festyle4.3 Order food in a restaurantCommunication Ask peopte for things and give people thingsWrit ing bank Describe yourself and other people

CEFR Portfolio ideasa) Recording. You cannot go to the supermarket today. Telephone

the supermarket and ask for the things you need. (Yourpartner shoutd be the supermarket assistant.)

b) Video. Mime eating dif ferent l<inds of food. Can your fr iendsguess what you are eating?

c) Write your personal prof i te for Peoplenet.com.

AnswersA apples, beel cheese, chicken, eggs, f ish, milk,

tomatoesB teaC apptes, strawberries, tomatoes, watermelonD bread, pasta, rice

AnswersFood: grammes, kilosDrink: l i tresMoney: dottars, euros, cents

w4.1 A world of food

Most fami l ies in Engt ish-speaking countr ies value eat ingdinner together as of ten as possib le. However, as peoptelead increasingly busy tives, this often tal<es placeonty at the weekend, i f a t at t . Surveys show that eat ingdinner in f ront of the TV is becoming more and morecommon in many Angtophone countr ies. People 's busierschedutes a lso expla in the r is ing popular i ty of fast - foodrestaurants and convenience foods l i l<e frozen and readv-made d inners. These are somet imes referred to as 'TVdinners ' . In Austrat ia , a fami ty barbecue (or 'barb ie ' ) isvery common, especia l ly at weekends in summer, andthese of ten ta l<e p lace in publ ic par l<s or on beacheswhere speciat barbecues are prov ided by the Counci t . Alarge Sunday lunch cont inues to be a popular fami ty get-together in the UK and l retand at though i t is unt ikety totake p lace every week for most fami t ies nowadays. Roastmeat and potatoes are key ingredients and indeed themeat is of ten referred to as the 'Sundav roast ' .

In th is lesson, Ss read about and l is ten to eat ing habi ts ofpeople f rom di f ferent par ts of the wor ld. Ss ta lk about thei rown eat ing and shopping habi ts .

OPTIONAL WARMER

Put some or a l l o f the ouest ions f rom ex. zb on the boardt 'except f or hos o rot ion bookn. ln pai rs , Ss d iscuss theq -es t rons i n re la t i on t o t he i r own fam i l i es ' ea t i ng hab i t s .

Reading1a > Ss look at the fami ly in the p ic ture. Ask: Where doyou think this family is fromTIeII Ss they wil[ read aboutth is fami ly in a minute. F i rs t they [ook at the three smal lo ic tures and match them to the words.

b > Discuss th is as a whole c lass.

2a > Scanning: Expla in to Ss that they wi t t read the texttwice, the f i rs t t ime very quic l<ty and the second t ime muchmore s lowly. Di rect them to the f i rs t inst ruct ion and te l lthem they have one minute to f ind th is in format ion in thetext . Expta in that they do not need to understand the textfut ty at th is point . Stop the act iv i ty af ter a minute and haveSs ca l l ou t t he answers .

AnswersA bananas - the Esteban famity from CubaB hot dogs - the Merton famity from the United StatesC rice - the Toros from Japan

b > Ss look at the questions. Explain ration book (thegovernment decides how much of a par t icu lar i tem you canbuy, not the shopper, due to shor tages, e.g. dur ing a war)and fast food restaurants (McDonald's or Burger King).

> Put the words convenience food and tropical on theboard before Ss read the text , and encourage them toguess the meaning of these words i f they don' t l<now themrather than [ool< them up in the d ic t ionary. Ss compareanswers in pai rs before whole-c lass feedback.

) 5s read the text again, th is t ime at thei r own pace. Expla inthat they do not need to understand every word in the text .

Answersr Toroz Esteban

3 Esteban

4 Merton

5 Merton6 Toro and Merton (onty once a week)

Listening3a > ' , , , : : , r P lay recording r .43 through. Ss l is ten andt ic l< the countr ies they hear.

AnswersBrazi [ , Canada, l ran

b > l tay recording r .43 again, th is t ime stopping af tereach speal<er . Ss [ is ten and t ick the foods ment ioned byeach speal<er . Ss compare answers af ter each speaker. Givewhole-c lass feedback at the end.

AnswersSpeaker r: black beans, rice, seafoodSpeaker z: [amb, seafoodSpeaker 3: dried fruit, r ice, seafood

4 > Ss d iscuss the quest ions in pai rs . l f wor l< ing wi th amul t icu l tura l group, t ry to ensure Ss are wor l< ing wi th apar tner f rom a d i f ferent cu l tura l bacl<ground. Make a l is t o ffavour i te foods f rom the c lass dur ing feedbacl<.

Answers Ss'own answers

Gfamm&f I countable and uncountable

nouns

5a > Direct Ss to the three p ic tures at the top of page 4o.Ss dec ide wh ich o f t he i t ems they can coun t ( t he bananas ,the hot dogs) and which they cannot ( the r ice) . Countthe bananas and the hot dogs for the Ss (one, two, threebananas', one, two hot dogs). Put the words countable anduncountable on the board.

Answersr ice Cbananas Ahot dogs B

AnswersAtt three foods, especially rice and bananas, are eaten inmany different countries. Rice is particularty associatedwith Asian cuttures; bananas are often associated withCaribbean cuttures; hot dogs are associated with the U5.

1 bananas, hot dogs


Asl<: What do you usually have for breokfasf? Eticit ivar ious suggest ions and put them on the board. Put two 'headings on the board, countable and uncountable. Ask iSs which cotumn the suggest ions shoutd go under, e.g. lcof fee, bread, tea, orange lu ice, etc . , for uncountable;pancakes, apples, etc . , for countable. Try to e l ic i t deta i ts :how many cups of coffee, how mony pieces of toost,etc. Put z cups of coffee, 3 pieces of toast, etc., in the ,countable column.

b > Direct Ss to the shopping t is t . Ss decide whether the,ed and b lue words are countable or uncountable. Thevcheck answers in oai rs .

c > Ss comolete the Act ive srammar box.

b > Ss work wi th a par tner or use d ic t ionar ies to addwords to the columns. Give them a t ime I imi t o f threeminutes for th is to add an e lement of fun to the [ is t -mal<ing. See which pai r has the [ongest l is t for eachco lumn .

Gfamm?ff | much/many/a lot of

8a > Ss focus on the four ext racts and decide whetherthe under l ined words are countable or uncountable.

b > Ss focus on the red words in the extracts and thencomplete the Act ive grammar box. Ss compare answerswi th a par tner . then as a whole c lass.

Active grammar

; (how) much + uncountable nounr (how) many + countable noun

I (not) a lot of + both

> D i rec t Ss to t he Re fe rence sec t i on on page 4 ; .

9a > Ss choose the co r rec t op t i on (s ) i n each sen tence .Somet imes more than one oo t i on i s co r rec t .

b > Ss complete the d ia logue in pai rs us ing the wordsand Dhrases f rom the box.

1O > AskSs about ( r ) where and (z) when they usua[ [ydo thei r weekly shopping (e.g. supermar l<et , s t reet market ,smatI shops; Thursday n ights, Saturday mornings, etc . ) .For mut t icut tura l groups ask about typ icat opening andclos ing t imes in thei r countr ies (Lunch hour breaks? Lateopen ing n igh ts? z4 -hou r shops? 0pen on Sundays? e t c . ) .

> Ss work in pai rs and f ind out about each other 's weeklyshopp ing . They ask each o the r ques t i ons s im i l a r t o t hosein ex. 9b.

Big supermar l<ets and g iant out-of - town shopping mal lshave become more and more popular in Engl ish-speakingcountr ies in Europe, Amer ica and Austrat ia , and thesestores are of ten open unt i I very la te, or even 24 hours aday in some cases. Smal l grocer 's shops and baker ieshave found i t hard to compete. but farmers 'markets andspecia l i ty food shops are s lowty beginning to gain inpoputar i ty again in some ptaces.

Active grammar

r Countable

> Point out that uncountable nouns have no p luraI formsJut we can say two cups of coffee or two litres of rnilk.'rVe rarely say one banana or one apple when speal<ingof a s ingular noun. We usual ly say a banana or an applen stead.


OPTIONAL EXTENSION

Ss ctose thei r books. Dictate food words to Ss. Ss decidewhether the words are countable or uncountable andwr i te the words in the correct co lumn in thei r exerc isebool<s. To make i t a l i t t le more chat tenging, d ic tate thecountable words in the s ingutar (e.g.egg rather thaneggs).

6 > Ss f ind and correct the mista l<es wi th a par tner .

Answersr I don' t l ike r ice.z Do you eat bread?

z Uncountable

4 | dr ink orange ju ice . . .5 Do you t ike mi tk . . . ?

Vocabuh,r[ | rood7a > Ss read through audioscr ipt t .43 and under l ine a l lthe food words they see. They use these words to comptetethe tabte.

AnswersMeat: pork, ham, lamb, duck Vegetabtes: beansSeafood: lobster, scallops Others: nuts, spices

seafood, fast food - uncountabletakeaways, burgers - countable

u ncou ntabte

Answersr much 4 muchi a tot ofz much/a lo t of 5 many/a tot of3 many 5 a lot of

Answersr much 4 s ixz a lot 5 cof fee3 tomatoes 6 many

AnswersA bagB bottteC cartonD jarE packetF tubeG boxH can

4.2 TYash tales

In th is lesson, Ss I is ten to par t of a TV programme lool< ingat people 's d iet and interv iew each other about thei r owndiets.

OPTIONALWARMER

Ss work in smal l groups of three or four . They decideon what thev consider to be the 'F ive Main Rutes ' forheatthy tiving. (E.g. Drink tots of water. Eat lots of fruitand vegetables. Dr ink green tea. Get exerc ise, etc . ) Infeedback, et ic i t suggest ions and put them on the board.

Vocabulary I containers1a > Ss f ind examples of the conta iners in the p ic ture.

3a > :, r; ,, ,.,; Ptay recording 1.44 once. Ss l isten to decidewhich of the b ins are being descr ibed. Ss check answers inpai rs .

Answersbin on the left: zb in on the r ight : r

b > ptay the recording a second t ime. Ss l is ten and wr i tethe names of the foods in the correct co lumn. Thev checkanswers in pai rs , then as a whole c lass.

AnswersHeatthy foods: potatoes, carrots, bananas, apptes, juice,

mitk, water, pasta, f ishUnheatthy foods: instant coffee, biscuits, burgers, crispsTea bags are mentioned but it is not clear whetherLaurence considers them to be healthv or not.

4 > Ss discuss the two quest ions in pairs.

Answersr Ss 'own ooin ionsz rice, oranges, salad: generally considered heatthy

hot dogs: generally considered unhealthychocotate, red meat : opin ions vary

I OPTIONAL VARIATION

r Refer Ss back to the d i f ferent types of food which they; met in Lesson 4.r (meat, f ish, seafood, fruit, vegetables,I nuts, fast food, dr inks) . Ss in terv iew thei r par tner. about everyth ing thei r par tner ate yesterday. (E.g. For', breakfastT For dinner? Anything else). When both SsI have f in ished, they took at the two l is ts to see i f theyr each have a batanced d iet .

Grammoff | a/an, some and any

5 > Ss focus on the examples taken f rom the recordinga1O comltele th;Active srammar box,

Active grammar

Singutar countable: a/anPlura l countable: some, anyUncountabte: some, any


b > Ss ma tch the con ta ine rs w i t hSs compare answers i n pa i r s , t hen

what they conta in.as a whole c lass.

C > Ss I is t o ther th ings that can be bought in the var iousconta i n e rs .

Listening2 > Ss look at the TV guide extract. Exptain rubbish (whatpeople throw away) and b in (show them in the p ic ture) .Ss d iscuss the three quest ions in pai rs .

Answersr what peopte have in thei r rubbish b ins and what i t

te l ts us about thei r d iet2 Doctor Laurence Redburn

3 5s 'own opin ions

> Use th is opportuni ty to teach a heal thy d iet , anunhealthy diet, and to be on a diet. Ss need to know thisfor the l is tening text .

Answers1 q

2C

3D

4n5a6d7f8e

6a > 5s complete the conversat ion in pai rs . Check; l swers as a who te c l ass .

Answers1 any2 a3 some/a lot of4 some/a lot of5 any5 any7 a8 any9 a] U d

b > ,; , ,,,r Ss read the paragraph and correct the-nder l ined mistakes. 5s check answers in pai rs , then l is ten:o see i f they were r ight .

Answersd p t L L o

some burgerssome coffeea can ofcolaany reasome meatany sweets

Pronunciation | lat ana /n/7a > '.

".: rr, Write the two words, pasta and some, on:he board. Ptay recording r .46. Ss l is ten to ident i fy the:wo vowel sounds. Show the phonet ic symbots for the twosounds .

b > l . ; ' r : Ss read the words. p lay recording r .47.5s I is ten and ident i fy the la l and ln l sounds. Ss pract isesaying the words.

> Direct Ss to the Pronunciat ion bank on page t47.

OPTIONAL EXTENSION

Wri te the fo l lowing sentence on the board: Anne andChuck have butter on their pasta. Say the sentenceseveraI t imes at increasing speed, [ ike a tongue twister .Ss repeat after you.

VOCabulary I adjectives (2): feetings8a > Ss lool< at the p ic tures and match the p ic tures to theadf ect ives. They check answers in pai rs .

Answersr unheat thyz tired3 heatthy4 f i t5 thirsty6 hungry

b > Ss categor ise the adject ives in pai rs . Check answersas a whole c lass.

AnswersPositive: f it, healthyNegative: hungry, thirsty, t ired, unheatthy

G > Ss comp le te t he sen tences us ing the ad iec t i ves f r omex. 8a.

i Answersr t i redz th i rs ty3 nungry4 f i t

/e/: salad, lamb, appte, carrot/a/: butter, lunch

Speaking9a > e l ic i t food preferences f rom Ss before they star t thetask. Ask: Do you usually drink tea or coffee? Do you addmilk to tea or coffee? What do you drink if you are thirsty:water, milk, cola, fruit juice? What, s your favourite fruit?What would you have for a snack between meols? etc.> Ss look at the rz food i tems in the quiz. Expla in whatthe X, ? and / symbols mean. Give Ss a few minures tocomp le te t he ' you ' co lumn .

b > Ss use the char t to in terv iew each other about whatthey eat /dr ink. Di rect Ss to the example d ia logue to helpthem.

C > Ss use the key on page rz9 to evaluate thei r par tner ,sdiet .

4.3 Ready to order?

In th is lesson, Ss l is ten to two peopte order ingfood in arestaurant . They then read the menu for the restaurant andpract ise order ing food.

OPTIONALWARMER

El ic i t d i f ferent types of restaurants (e.g. McDonatd 's typerestaurant , p izzer ias, etegant s ty te restaurants, sandwich

; bars, d iners, etc . ) and the occasions when Ss go to ai restaurant (e.g. fami ty cetebrat ions, ta l< ing chi ldren on an, out ing, meet lng f r iends, etc . ) . In pai rs , Ss d iscuss thei ri preferences in retation to (r) food and (z) atmosphere in

resta u ra nts

Listening and speaking1 > Ss look at the photo of an Amer ican d iner . Theyo i sc r , ss t he ques t i ons i n pa i r s .

2a > , , . Ss l is ten to recording r .48 twice, the f i rs tt ime to get a general understanding of the conversat ionfor ex. za and the second t ime to I is ten for more deta i ledinformation for ex. zb. Ensure Ss understand fries (potatochips) .

> Ptay the recording once. Ss [ is ten and mark which i temsare ordered by Jenny and which by Sam. Ss checl< answersi n o a i r s .

b > etay the recording a second t ime. Ss l is ten and f i [ [ inthe miss ing words in the b i t t . They check answers in pai rs ,then as a whole c lass.

Answersr friesz med ium3 large4 water

> Ask Ss what they think mineral water is (water bought ina bottte) and the terms smoll, medium and large.

3 > ,: ,{ ,. 'r., Plav recording r.49. Preteach vegetarian (nomeat) . Ss l is ten and answer the quest ions. They checkanswers in pai rs , then as a whole c lass.

Answersr vegetarian pizzase How much is ( that?)

3 $t6.7o (sixteen doltars and seventy cents), 1 , , - . ^ ) i + - ^ - )

4 U y L r E U r ( L O r u

OPTIONAL EXTENSION

Exptain what service ond tax included means on a bil l .There is an exampte of th is on the b i t t in ex. zb. Teachto leave a tip (extra money you leave for the waiter/wai t ress) . In pai rs , Ss d iscuss ( r ) when they t ip ina restaurant (atways; if the service is very good; inexpensive restaurants, etc . ) , (z) how much they usual lytip (1o%, r5%, etc.) and (l) how they usuatty tip (teave iton the table, inc lude i t on the credi t card b i t t , e tc . ) .In many Engt ish-speaking countr ies, the convent ionis that people t ip in restaurants (other than fast foodrestaurants) . They usual ly leave around ro percent of theamount of the b i l t as a t ip .

4a > Ss look at the menu. Asl<: /s this an expensiverestaurant? (No.) Ss lool< at the headings. Do notexplain side orders to Ss yet. Asl< them to worl< it out forthemselves as they read. Ss read the menu and match theheadings to A-C. They check answers in pai rs , then as awhole c lass.

AnswersA Main d ishesB Side ordersC Dr inks

OPTIONAL EXTENSION

I Ss d iscuss what they might choose f rom th is menu in

i o'li'

b > Teach How much is a burger? How much are fries?Direct Ss to the b i t t in ex. zb again. Demonstrate to Sshow to say the prices in the bitt, e.g, A coffee is $z.gS ftwodotlars ninety-five); A mineral water is $2.25 ftwo dollarstwenty-five), etc.

> Ss work in pai rs . Student A looks at the pr ices on pagerz9. Student B asks about the pr ices in the menu and f i t lsin the gaps.

5a > Et ic i t ways of order ing food in a restaurant . Asl< Sshow they would get a wai ter 's at tent ion in a restaurant .Establ ish how to do i t in an Engl ish-speaking country (armraised or a nod, not c l ic l< ing f ingers or cat t ing 'Wai ter ' ) .

> Ss look at the beginnings and endings of sentences f romthe recording, Et ic i t the answer to the f i rs t one as a whoteclass, then Ss work in pai rs to match the sentence halves.

Answers7 C

2 0^ F

5 go d

z h

Answerscheese sandwich Sfries Ssatad Jcoffee Swater J

I > 5s checl< thei r answers by reading the audioscr ipt on: :ges 152-153. They comptete the How fo. . . box.

Answers: D oz t ike3 mucn+ Can

> Say the expressions for the Ss and ask them to repeat: - :m . He lp w i t h t he p ronunc ia t i on and i n tona t i on pa t te rns .- -a ' ,v Ss 'at tent ion to the /d/ sound in l 'd l ike (not I l ike) .

C > Ss complete the d iatogue wi th words f rom ex.5a and: : .

7a > Ss choose the correct opt ion, then check wi th apar tner . Give feedback.

b > Ss complete the sentences in pai rs .

Answers1 m e2 them

3 u s4 i t5 you

Speaking8 > Ss wor l< i n g roups . T ry t o ensu re Ss a re wo rk ing w i thnew peop te f o r t h i s ac t i v i t y . One s tuden t i s t he r , a i t e -wa i t ress t ak ing o rde rs and the o the rs a re cLS to -e i sp lac ing o rde rs f r om the menu i n ex , 4a . Thev use i . e[ a n g u a g e l e a r n e d i n e x . 5 .

OPTIONAL EXTENSION

I Ss imagine they have been on a deser t is land for the tastI two years and have just returned to thei r country again., In pai rs , Ss tet l each other what meal they woutd choose, the f i rs t evening back home.

Answers1 C a n

z l 'd

3 D o

) | t o v E

5 much7 Can

d > Ss pract ise the d ia logue in pai rs . Moni tor and correct: - ' i er rOfS yOU near.

Grammaf I object pronouns6a > 5s look at the car toons. Et ic i t what is happening in. . ch one . Ss then ma tch the sen tences w i th t he soeech: - Dbles. Ss check answers in pai rs , then as a whote ctass,

Answersr Dz B

t F

) A

> Ss read the speech bubbles again and complete the: t ive grammar box.

Active grammar

r i mi e r

J S

/out n e m


Answersr me, her2 ne r3 them4 h i m5 u s

4 Communication

In th is lesson, Ss buy and sel t food at a market .

OPTIONAL WARMER

Ss ta l l< about mar l<ets in pai rs . Put the fot towing headingson the board: Do you like markets? WhytWhy not? Whatdo you buy/don' , rou ,u:, ,r:r::".:

La > ' , : ' , 'Ss focus on the photo of the market . Teachstoll (a shop at a marl<et).

> Tel l Ss they are going to hear a woman shopping at amarket . Ss [ool< at the food words and the three exerc ises.Expla in that the woman goes to three d i f ferent s ta l ls .

> PLay reco rd ing r . 5o t h rough once . 5s [ i s t en and t i ck t hecorrect b lue boxes. Ss checl< answers in pai rs .

b > ptay the recording a second t ime. Ss I is ten and t ickthe red boxes. l f necessary, pause the recording af ter eachs ta l l . Ss chec l< answers i n pa i r s .

AnswersS ta l l r : app les , bananasStal l z : beef , f ishStal l 3 : cheese, mi tk

c > Ss answer t he ques t i ons . On l y p lay t he reco rd ing ath i rd t ime i f they appear to be st ruggl ing. Ss check answersin pai rs . then as a whole c lass.

2 > Ss do the exerc ise in pai rs .

Suggested answerskilos: carrots, potatoes, sugargrammes: coffee, tamb, sugarlitres: cola, fruit iuice, mineral water

3 > Ss I is ten to recording r .5o again in order to completethe How to... box.

Answersr helpz l ike

3 need

4 Here

5 How much6 That's

> Hetp Ss wi th the in tonat ion pat terns for theseexpressions. WriIe How much are the apples? on theboard and demonstrate the r ise and fa[ [ o f the in tonat ionpat tern. Draw arrows up and down to show Ss how to markintonat ion. Say the other expressions and ask Ss to not icethe in tonat ion pat terns for each one.

4a > Ss work in groups of three. Student A is a shopperand Ss B and C are both shop assis tants. Shoppers decideon thei r shopping l is ts and shop assis tants decide onpr ices. Give Ss about f ive minutes to prepare.

b > When Ss are ready, they star t buying and sel l ingthe grocer ies. Shoppers cannot go over thei r budget of40 euro5.

> In feedback, Ss te l t the c lass about what they havebought /sotd. Compare pr ices, e.g. Who bought thecheapest bananos? etc. (Do not focus attention on thesuper lat ive form at th is s tage as th is wi t t be in t roduced in alater uni t . )

c > Ss change ro les and do the ro leplay again.

t.

i

j

AnswersStal l r : apptes, bananas, melonStatl z: beef, chicl<en, f ishStat t 3 : cheese, mi lk

Answersapptes: rkgf i sh :4oogmi lk : z l i t resbee f :5oogcheese: zoogShopping total: cz4.3o (twenty-four euros and thirtycents)


1 >

Answersr d2 e

2 >

Answers1 many2 Water

3I

twomuchmucn

Answers1 We, themz She, us3 They, them4 He, i t5 We, her

Answers1 l

z H e

3 h im

6 >

Answersr rice2 Durger3 bread4 watermelon

5 tomatoes6 chicken7 m i t k8 pizza

7 >

Answersr botttez packet

8 >

Answersz tired3 thirsty4 unheal thy5 f i t6 hungry

78

9

herSheme

4a > 5s'own answers

b > Ss wri te a personal prof i le for a sociaI networkinss i te.

4

5

binpacketcan

4 Writing bank

1 > Ss 'own answers

2 a >

Answer

b >

Answers1 C

z d3 e4 a5 0

3 a >

Answersr h ez she3 i t4 t hey

b >

Answersr She's Brazi l ian.z He's a professionaI footballer.3 They're Russian.4 lt's a very big city.5 lt 's a cotd country but it 's very beautifut.

3 >

-1>

5 >

Overview

Lead-in

5.1

Revision: Homes and houses; pointsof the compass

Can do: Talk about your homeGrammar: there is/there areVocabulary: HomesPrepositions of placeSpeaking and Pronunciation:Information gap: homesReading: Unusual homes for saleListening: Asking for details about ahouseCan do: Talk about things you haveGrammar: have gotVocabulary: Furniture and equipmentSpeaking and Pronunciation: lel andlo lListening: A catt about insurance

Can do: Describe where you liveGrammar: Modifiers (very, quite,really)Vocabutary: Adlectives $): placesSpeaking and Pronunciation: MainstressHow to... talk about where vou comefrom/liveListening and Reading: A gap yeardest inat ionListening: My country

Communication Talk about things you need to furnisha home

Reference

Review andPractice

Writing bank Start and end an informal email

How to... join sentences {z): and, but,or


5.r Talk about your home5.2 Tatk about things you have5.3 Describe where you l iveCommunication Tatk about things you need to furnish a homewrit l ls bank start and

11d an infolmal

CEFR Portfot io ideasa) Record a radio advert isernent, or design a web page for

ren t ing your home to ho l iday v is i to rs . Descr ibe the loca t ion ,rooms and contents. Don't forget to tel l customers how tocontact you.

b) lmagine you have just moved into your home. Make a video foryour f r iends descr ib ing your home and te lL ing your f r iends whyyou l ike i t .

c ) Choose a ho l iday photograph. Wr i te an emai l to a f r ienddescr ib ing the iandscape in the photo .

Lead-in

OPTIONAL WARMERSs look at the pictures of di f ferent houses. Et ic i t which

louse thev

f ike best and why.

1a > Ss lool< at the photos to ident i fy the di f ferent houses.

Answersr Cz A

3 Dr + B

b > Ss match the house type to the descr ipt ion.

5 . 2

5.3

2 > Ss lool< at the rooms in thethe act iv i t ies. Ss checl< answersctass.

box and match them toin pa i r s , t hen as a who le

Suggested answersYou can eat in the d in ing room.You can have a shower in the shower room or in thebathroom.You can keep th ings you don' t use in the at t ic .You can s leep in the bedroom.You can watch TV in the l iving room or in the bedroom.You can work in the study.

3 > Direct Ss to the photos again. Asl<: Do you think all thehomes are in the same area?Teach the scme (the oppositeof different).feach landscape (what you can see when youlook out of a window or around you) . El ic i t d i f ferent l< inds oflandscapes (e.g. f ie tds, h i l ls , mounta ins, etc . ) .

> Ss [ool< at the compass. Teach in the north/south/east/west/centre ofthe country, Ss ask and answer thequest ions wi th a par tner .

4ah > Ss wor l< in smal l groups and d iscuss the quest ions.

EXTEND THE LEAD- IN

EliciI: Which room do you usuolly spend the most/the leasttime in? What do you do in that room? (E.g. I spend most

: time in my kitchen. There is a big table and I study theretoo. When friends come, we hove dinner in the kitchen.).Ss wor l< in pai rs . They ( r ) te t l the i r par tner about thei rfavour i te rooms and (z) d iscuss what they th in l< are thebest /worst cotours for d i f ferent rooms. (E.g. I don' t l ikebright orange or red in a bedroom because it keeps meawake.) Teach bright, pale and dark befare Ss start.

Answersa 3D 4

d z

5.1 Dream homes

- :me ownership is regarded as very important in manyl -g i ish-speal< ing countr ies. l t is est imated that the- :me ownership rate is 77 percent in l re land, Zo percent- Aus t ra l i a ,69 pe rcen t i n bo th t he UK and the US and

: : Dercent in Canada. The wel l - l<nown expression 'An--"g l ishman's home is h is cast le 'sums up many peopte 's' : : i tudes, suggest ing that your home is your pr ivate: rnain, and you are t ruty safe and able to do whatever, r l l ike once you are ins ide i t . Most people get a long-: : 'n mortgage f rom the bank in order to buy thei r home,, ' , r ich theV pay bacl< in month ly insta lments. ManV:eop le t hen t r y t o ' c l imb the p rope r t y t adde r ' by se t l i ng: 'e i r f i rs t re lat ive ly cheap home (of ten l<nown as 's tar ter-ome') and ta l< ing out a larger mortgage to buy a secono,*ore expensive home when thei r income gets h igher .' ,1any go on to buy larger , more expensive homes as thei r:arn ings r ise.

- : f i s I esson , Ss read abou t t h ree unusua l houses fo r sa le: - : l is ten to a conversat ion between an estate agent and, : c ten t i a I buye r . They p rac t i se t a t k i ng abou t homes ano: , ̂ duct an estate agent /buyer ro leplay.

OPTIONAL WARMER

,Vrite the following on the board: The White House; theStorship Enterprise; rc Downing St Buckinghom polace;zztB Baker St; 4 Privet Drive. Explain that these are'amous addresses. Asl<: Who lives there? (The White' louse - the president of the USA; the Starship Enterpr ise- the crew in Stor Trek; ro Downing St - the Br i t ish pr imer in is ter ; Bucl< ingham Palace - the Queen of Engtand;zzrB Baker 5t - Sher lock Holmes; 4 Pr ivet Dr ive - Harry)ot ter) El ic i t the names of other famous p laces where:eoRle l lve

Reading1 > Ss d iscuss the quest ions wi th a par tner . El ic i t: r 5we rs.

2a > Ss [ook at the photos. Asl<: What kind of houses are: t ese?

> Scanning: Di rect Ss to the text in thei r bool<s. Expla in. rat they wi l I read the text twice, the f i rs t t ime very quick ly: rd the second t ime much more s lowly. Tet l them they-ave one m inu te t o f i nd wha t i s unusua l abou t each home.:xpla in that they do not need to understand the text fu t ty: : th is point . Stop the act iv i ty af ter a minute and have Ss:a[ [ out the answers.

Answersr l t 's a windmlt t .z l t has an unusual roof and smat l windows.3 lt 's eco-friendty.

b > Ss lool< at the quest ions and read the text again.:xp la in that they do not need to understand every word in

the text . Ss match the features to the correct house. Theychecl< answers in pai rs , then as a whole c lass.

Answerst a j ; b z ; c r2 a 3 i b 7 ; c 2

C > Ss d i scuss the ques t i ons as a who le c l ass . E t i c i treasons why they would l i l<e/not I i l<e to I ive in anV of theseh o uses.

Vocabulary lhomes3a > Ss wor l< in pai rs and complete the tabte wi th wordsfrom the texts.

AnswersType of bui td ing: windmit t , v i t laRooms: bedroom, shower room, l< i tchen, d in ing room,Iiving room, cellar, study, attic, l ibrary, garageOther features: patio, roof, windows, central heating,double g laz ing, so lar panelsAdlect ives descr ib ing house: Iuxur ious, large, unusuai ,pr ivate, smal l , coo[ , t ight , sunny, loveLy. eco- f r iendly

b > Ss l oo l< a t t he sugges ted ques t i ons i n t he l r ooo<s ,E t i c i t o the r ques t i ons t hey m igh t ask (e .g . Does i t have onattic? ls it sunny? ls it neor a park? elc.) 5s ask and answerquest ions about each other 's house. Ensure Ss are wor l< ingwi th a d i f ferent par tner f rom ex. r .

OPTIONAL VARIATION

Draw the f loor ptan ofa house on the board todemonstrate what you want 5s to do. Ss draw a f loorp lan of thei r own house or apar tment and shovr i t tothe i r pa r tne r , desc r i b i ng whe re each room i s , who s leepswhere, etc . Ss as l< and answer quest ions about eachother 's house.

4 > Ta l k t o Ss abou t w r i t i ng new words and exp ress ionsin a vocabu la ry j ou rna I as a use fu lway o f r emember ingthem. Discuss the var ious ways to categor ise the newwords (a lphabet icat ly , themat ica l ly , e tc . ) . Di rect Ss to theno te on pe rsona l i s i ng new vocabu la ry as a use fu lway tolea rn and remember i t .

> Ss wr i t e sen tences abou t t he i r homes us ing the words i nthe box . Ss compare the i r sen tences .

Gfamm&t I tnere is/thexe are

5 > Ss use the text in ex. z to complete the Act ivegrammar box.

Active grammar

S inguLa r : i sn ' t , l s , i sn ' tP lu ra l : a re , A re , a re , a re

> Exolain that we use there is and there are to talk aboutwhat is in par t icu lar ptaces. Hetp Ss wi th the pronunciat ionof the contracted forms: there' s, there isn't, there aren't.Point out that there is no contraction for there ore and thatin short answers, there is no contractionfor Yes, there is(not Yes, there's).

) Review some and any f rom the previous unit: There qre

some chairs. There aren't any tables.


6 > Ss complete the questions using is there or ore there.Then, they answer the quest ions. Ss check answers inpai rs , then as a whole c lass.

Vocabulary I prepositions of place

7 > Ss f ind the e ight preposi t ions in the text . They readthe sentences conta in ing the preposi t ion and then matchthe preposi t ion to the p ic tures.

8a > Et ic i t the d i f ferent k inds of houses/homes peoptel ive in (apar tment , semi-detached house, cot tage, cast le ,v i l la , e tc . ) . E l ic i t ideas about 'dream' homes - a home theywould buy i f they were very r ich. Put the headings f romex. 3a on the board. Ss mal<e notes about thei r 'dreamhome ' .

b > Ss work i n pa i r s and desc r i be t he i r d ream home.

Listening9a > tet t Ss they are going to l is ten to a conversat ionbetween , |on and an estate agent for the l ta l ian housein ex. z . El ic i t some examples of the k ind of quest ions

Jon might ask(How much is it? How big is it? How manybedrooms are there? etc.).

> Ss look at the quest ions and see i f they can answer anyof them. (They shoutd be abte to answer quest ions c, d, eand f.)

Answersc fiveo yese yesf No, there are two bathrooms.

b ) ' ' ' , u : ' : P l a V r e c o r d i n g 1 . 5 1 o n c e . S s n u m b e r J o n ' squest ions in the correct order .

C > Ptay the recording again. Ss l is ten and answer thequest ions. Ss check answers in pai rs , then as a whoteclass.

Answersc five bedroomsf No, there are two bathrooms.a no, not necessaryd yes, a large sunny gardene yes, one kilometre awayb Don't know.h Yes, there's a school in the vil lage.g 3oo,ooo euros

Speaking

Property experts say that the three most importantcr i ter ia when buying a house are 'Locat ion, [ocat ion,[ocat ion ' , suggest ing that the onty th ing that mat ters iswhere the house is tocated. The posher the area, or thebet ter the schools in that area, the more vatuable thehouse.

OPTIONAL LEAD-IN TO ROLEPLAY, Write the following on the board: garden; how mony'

bedrooms; how mony bathrooms; focilities nearby; price;' Iandscape from windows. Ss work in small groups of

three or four and d iscuss together which of the headingsare important /not important to them when choosingwhere to tive. (E.9. What do you think is important? Thelandscope is important for me. I like to look out of the

', window in the evening. A gorden is important for me. I',

enjoy gardening at weekends.) Do not worry if Ss makeI mistakes dur ing th is act iv i ty . In feedbacl<, establ ish whatI is important to most Ss when choosing where to l ive.

1O > Ss conduct an estate agent and buyer roteplay inpai rs . Student A reads the descr ipt ion of the house forsale on page 729. Student B has to ask quest ions to f indout about the s ix i tems l is ted. Give Ss a minute or two toprepare. Ss conduct the roteptay in pai rs . Do not worryabout Ss making mistakes dur ing th is act iv i ty .

> When Ss have f in ished they swap ro les and read thenew informat ion. Student B is now an estate agent inManhat tan and Student A is in terested in buying anapartment. ln feedback ask: How many bought the vil lo inSpain? How many bought the aportment in Manhattan?

j;

Answersa 3b 6c 1

d +

f zg 8n 7

Answersr are there? There is one bedroom in the eco-vil la.z ls there? Yes, there is .

3 ls there? No, there isn ' t .

4 are there? There are two bathrooms in the detachednou5e.

5 Are there? No, there aren't.

in , next to , in f ront of , behindunder, on, between, near

5.2 Tro have and have not

I n t h i s l esson , Ss I i s ten to a phone ca l I abou t homensurance. They pract ise asking and answer ing quest ions

abou t t he i r possess ions .

OPTIONALWARMER

Ss look at the two d i f ferent rooms. In pai rs they decidewho they th ink might l ive there: a [arge fami ty wi th youngchi tdren; an otder coupte; a s ingle man/woman; a groupof f r iends. They must g ive reasons for thei r opin ions. (E.g.I don't think a family with young children live in B, it' stoo smoll. I think older people live in A; the room is not

Vocabulary I furniture ana equipment1a > Ss look at the two rooms and tet l the i r oar tner,vhich room they prefer and why. (E.g. I l ike A because you:on see the garden from the window.)

b > t t i c i t some o f the th ings Ss can see i n t he p i c tu rese.g. table, chai rs , etc . ) before they star t . Ss match the:b jects wi th the numbered i tems in the p ic tures. They:heck answers in pai rs , then as a whote ctass.

OPTIONAL EXTENSION

Quickty review There is/There are and the prepositions ofplace (on, under, between, etc.) from the previous lesson.lmagine a room or look at a p ic ture of a room in amagazine.Ss draw a large rectangle in thei r exerc ise books.Descr ibe the furn i ture in the room to the Ss. (There 's olarge sofo in the middle of the room. There' s a chair nextto the sofa on the left and o coffee table in front of thesofo.) Ss l is ten to your descr ipt ion and draw the furn i turein the correct position in the room. Teach in the middle,on the left, on the right before you start. Ss compare theirdrawings of the room.

Listening and speakingE n s u r e 5 s u n d e r s t a n d , , , ; l . a t r s n e a - : 3 , ! ' - a - a - s - - : - : .

( a n a g r e e m e n t r v i t h a c o r p a f \ : - t - s 3 s ' = E - : - : . : - .c u s t o m e r p a v s a c e r t a i n d f f i o ; i - t o f r . o r e i a ' , e a ' t n i - ecompany and i n re tu rn , i f any th ing happens to t f e t o i , se -f i r e , bu rg la ry , e t c . - t he company w i t t pay f o r t he damage) .

3a > , Exp la in t he con tex t o f t he phone ca t l t o t heSs. Ptay recording 1.52 once. Ss t is ten and decide which ofthe two p ic tures is being descr ibed. They check answers inoai rs .

b > etay the recording again. Ss I is ten and t ick the th ingswhich Pete has got and cross the th ings he hasn' t got . Theychecl< answers in pai rs , then as a whole c lass.

4a > El ic i t examples of 'va luabte 'possessions. Expla inthat a valuable possession can a lso be something which isvery important to you but may not be valuable to anyoneelse. Ask: What makes something valuable to you? (money,memor ies, can' t be replaced, etc . )

> Give Ss a minute or two to l is t thei r f ive most importantpossessions indiv id uat ty .

b > Ss compare thei r l is ts wi th a par tner and g ivejust i f icat ions, as in the exampte.

Answersbed 9cha i r 6coffee tabte 8cooker 3cupboard 4din ing table 7dishwasher 5fridge ztamp 14microwave rrptant rzsofa r3T V 1washing machine ro

C > Ss work in pai rs to extend the l is t for each room.!ncourage Ss to use thei r d ic t ionar ies. Ask: Which pai r hoslhe longest l ist for Room A/Room 8/ in feedbacl<. WriteRoom A and Roam I on the board and note Ss 'answersrnde r each head ing .

AnswersRoom A; cur ta ins, s toot , cushion, book, candle, rugRoom B: picture, picture frame, armchair, laptop, mobitephone, music system, garden chairs, parasol

2 > Et ic i t one or two general examptes of equipment ,furn i ture and personaI possessions before Ss star t .Ss work in pai rs . They use the words f rom ex. r to complete:he word maos.

Possible answersequlpment: cooker, dishwasher, lamp, microwave, TV,washing machinefurniture: bed, chair, coffee table, sofa, stoolpersonal possessions: book, taptop

Answers/: chairs, coffee table, fridge, taptop computer,

microwave, mobile phone, music system, sink, sofa,studio apartment, terrace, TV

X: cooker, d in ing tabte, garden, house

Grammat I nave got

5a > ' , l , , , , . ; r Ss t is ten to the f i rs t par t of recordingr . .53

again. They complete the gaps in the d ia logue in thei rbool<s.

b > Ss use the d iatogue to complete the Act ive grammarbox. They checl< answers in pai rs , then as a whote c lass.

Active grammar

Aff i rmat ive: 'veNegat ive : | /We/You/They, hasn' tQuest ion: Have, Has, haven' t

) Draw a s imple vers ion of a room wi th a cooker, a tableand chairs in it. Ask: What room is this? (a l<itchen) Pointat the table and ask: What is th is? (a tabte) Wr i te l t 's got atable and lt 's a table on the board. For each one asl<: Am /talking about the table or the kitchen? Underline the 's ineach sen tence . Es tab l i sh t ha t ' s i s a con t rac t i on o f r s i n / f ' sa table and a contract ion of has in l t ' s got a table. Hetp Sswi th the pronunciat ion of the contracted forms.

) D raw Ss 'a t t en t i on t o t he sho r t answers a t t he bo t tomo f t he Ac t i ve g rammar cha r t . We don ' t use go f i n t he sho r tans\ , /er . Yes, I have is correct , not Xes, l 've got .

> D i rec t Ss to t he Re fe rence sec t i on on page 57 .

6a > Ss look at the sentences about Pete. F i rs t theydec ide wh ich sen tences a re t r ue and wh ich a re no t . Theycheck answers wi th a par tner and then correct the fa lseones. They pract ise saying the correct sentences in pai rs ,then as a whole c lass.

b > Ss use the prompts to write questions using hos/havegot and write true short answers.

Pronunciation I bt and, tot) Ss focus on the two sounds la l and lo l .

7a > ' , . . , r , , . " Ptay recording r .54. Ss [ is ten and ident i fy thedi f ferent sounds.

Answersgot, taptop, watch: /o/cat: lal

b > , , ; ; , , , . 55 l is ten to recording r .55 and under l ine theword they hear. They checl< answers in pai rs , then as awhole c lass.

Answersr hat2 0 n3 top4 packet


Ss say one of the e ight words l is ted to thei r par tner , wno. must ident i fy which sound i t is . Ss ident i fy the d i f ferencer in the sounds and pract ise saying them.; Ss pract ise saying sentences which conta in both sounds,: ' e.g. He's got a packet of coffee in his bog. He' s got a, laptop in the bottom ofthe sack.

> Direct Ss to the Pronunciat ion bank on page 47 forfur ther examples of the sounds.

Speaking and writing8 > Ensure Ss are work ing wi th a new par tner . Di rect Ss tothe quest ions in ex. 5b again. Et ic i t o ther quest ions whichcould be asked about possessions and homes (e.g. Haveyou got o big house? Have you got o car? Hove you got anyvaluoble possessions) Ss take it in turns to ask each otherquest ions about thei r home and possessions, not ing whichi tems each has that the other hasn' t got , and v ice versa. Donot worry about Ss mal<ing mistakes dur ing th is act iv i ty .

9 > Ss look at the sample paragraph in thei r bool<s andwr i te a s imi lar paragraph about thei r par tner , based on theinformat ion gained in ex. 8.

, OPTIONAL EXTENSION

Gather up the d i f ferent paragraphs. Read out a setect ion: of the paragraphs to the Ss, but wi tho ut us i ng the na meI of the person being wr i t ten about . The other 5s must t ry: to guess which student i t is .

Answershaven't've

Hashasn' t5

t 1

6

He hasn't got a house.He's got two chairs.He hasn't got a garden.

Answersr Have you got an apartment?z Has your home got a garden?

3 Has your home got an attic?4 Have you got a dishwasher?5 Have you got a big sofa?6 Has your home got a garage?

7 Have you got a pet?8 Have you got a bicycle?The answers to these quest ions are the students 'ownan5wer5.

5.3 World class

: gap year ' is a per iod of t ime, usual ty a year , when:eople do something d i f ferent wi th thei r l ives. Typicat ty ,: 'efers to students who tal<e a year off from their: :Jd ies e i ther before star t ing, dur ing or immediatety=:er univers i ty . Most people t ravet abroad or wor l< at. : neth ing new dur ing the gap year , or of ten combine tne: , ' , o by wor l< ing overseas. Volunteer ing and communi tys: 'v ice jobs are very popular act iv i t ies dur ing the gap, : a r .

- . - ls lesson, Ss read and l is ten to a var iety of peopte. , , rg where they are f rom and descr ib ing the [andscape' -= -e . Ss ta l k abou t t he i r own coun t r i es .

OPTIONAL WARMER

Ss work in pai rs . They look at the photos and d iscuss, ' , r lch type of landscape they would t i l<e best and which:-ey would l ike least ( r ) to t ive in and (z) for a hot iday.rev must s11" * : :ont for thei r choice.

Listening and readingLa > Ss read the l is t o f p laces and match them to the: -o tos . Ss check answers i n pa i r s , t hen as a who le c l ass .

Answersaounta ins Ddesert Cforest E' r i l ts ALake B

0 > In pai rs , Ss t ry to guess which countr ies the p ic tures' - : f rom. Do not g ive the answers Vet as the in format ion is- : he read ing tex t and on reco rd ing r . 56 .

2a > Ask Ss: What do young peopte do when they finish' gh school/secondary school in your country? GtarI aiob,;o to univers i ty , e tc . ) l f 5s are unfami l iar wi th the not ion of: gap year , expta in that th is is when young people t ravel:efore starting a job or university. Asl<: Would you like to:o this? Where would you go?

> Ss lool< at the websi te entry about t raveI dest inat ions for: gap year and answer the quest ion. Ss checl< answers in:a i r s , t hen as a who le c l ass .

AnswersSimilarit ies: In both countries, lovely panoramas wherethe mounta ins/h i l ts come down to the seaDifferences: Argentina: very high mountains, very hot andvery cold; lreland: tow hitls and verv wet

b > ' . , , " P lay recording r .56 once. Ss t is ten and matchlhe countr ies wi th the f ive photos. Note that there is norho to o f l aoan .

AnswersA l re landB PolandC SpainD ArgentinaE Kefalonia (Greece)

3a > Review in the north/south/east/west of the country.Students complete [ ines r and z us ing in format ion f romthe reading text . P lay recording r .56 again. Ss I is ten andcomptete the table. They check answers in pai rs , then as awhote c lass.

r h igh mounta insz low hitls, west3 Spain, south4 Poland, east5 lovety forest, north6 lapan/Osaka, huge c i ty

b > He tp Ss w i th t he p ronunc ia t i on o f t he ad jec t i ves .Ss ma l<e sen tences abou t t he s r x p taces they ' ve hea rd andread about , us ingThere is t fhere ore.

AnswersThere are h igh mounta ins in the south of Argent ina.There are low hi l ls in the west of l re land.There are beautiful takes in the east of potand.There's a lovely forest in the north of Kefalonia.There's a huge city in the west of Japan.

VOCabUlary I adjectives (B): places4a > Ss add two further adject ives from the box todescribe a desert in oairs.

Suggested answers

b > 5s mal<e word maps for the other nouns us ingadject ives f rom the box. There wi t t be some over lap.

) As an extension, Ss th in l< of more adiect ives to add tothe word maps.

Suggested answersmountain: beaut i fu t , co ld, famous, h ighlsland: beautiful, famous, green, huge, long, poputar,wideforest: beautifut, famous, green, huge, widebeach: beautiful, busy, famous, [ong, noisy, popular, widehi l l : beaut i fu l , famous, green, lowr iver : beaut i fu l , famous, [ong, wide

j c i ty : beaut i fu t , busy, famous, huge, noisy, poputar

Pronunciation I main stress

OPTIONAL PRON U NCIATION LEAD-I N

Wri te out the adiect ives f rom ex. 4a on indiv idual s t r ips ofpaper, one word per s t r ip . Ss work in groups of ten or so.

Give each student a strip of paper. Try to have at least two

words of one, two and three sy[ tabtes for each group.

r Ss circutate and say the adiective to each other. They

1 group themsetves according to the sound of the words.

: ( f t re connect ion is the number of syt tables in the word ' )

5 > : u , ' l , , ' Ptay recording r57. Ss l is ten and answer the

q uest ions.

Answers1 two sytlabtes z river desert

> The st ress is usual ty on the f i rs t syt tabte in words of two

sy t l ab les .

6a > Ss took at the L i fetong [earn ing box ' Ask Ss to look

up the words in thei r d ic t ionar ies to see how the sy l lab les

are marked (dots) and how the word st ress is marked.

> Ss look at the words. They use thei r d ic t ionar ies to f ind

out which is the st rong syt tabte. Do not g ive feedback yet .

b > Play recording r .58. Ss t is ten to check thei r

an swers .

i oprtoruRl EXTENStoNl

I Wr i te the fo l towing words on the board:A: opartment, competition, island, understondB: forest, important, information, rememberDiv ide Ss in to As and Bs. Thev use thei r d ic t ionar ies to

find the syllabtes and word stress for each word on their

tist.Ss work in pai rs , A and B. Each student points to a word

on thei r t is t and asks thei r par tner to pronounce i t . They

correct any mistakes theY hear.

Gramm&f lmodiflers

7a > " - , * : , . t , ; Ask Ss to look at the four sentences. See i f

they remember which ptace they refer to ( r deser t in Spain;

z [ake area in Poland; 3 is tand in Greece; 4 Osaka in Japan) '

> Ptay recording r .59. Ss l is ten and complete the

sentences wi th the correct word.

Answersr reatly 3 veryz quite 4 very' not very

> Ask: Which are the strongest? (really and very) Which

is the weakest? (not very). Exptain that the modifiers go

before the adiective.

b > 5s look at the d i f ferent thermometer readings and

complete the scate. They check answers in pai rs , then as a

whole c lass.

I Active grammar

I 4oo: reatty, verYzoo: qu i te

too: not very

> Direct Ss to the Reference sect ion on page 57 '

8 > Ss make sentences in pai rs us ing the prompts g iven.

Ss cal I out answers in whole-c lass feedbacl<.

9 > Ss work in pai rs . They make sentences about thei r

own and other countr ies.

OPTIONAL VARIATION

Ss work in pai rs . They choose a country or famous ptace

and write sentences about it using quite, (not) very and

real ly .Ss read out thei r descr ipt ions to the rest of the

class. The other Ss t ry to guess which country/p lace is'

be ing descr ibed.

Listening and speaking> Expla in that you wi t l p tay the recording twice. The f i rs t

t ime, Ss must t ry to get the generaI idea and answer the

two quest ions in ex. roa; the second t ime they wi t t t ry to

understand more deta i ls and answer the quest ions in rob.

1Oa > r ' ; i : i , : p [3y recording r .6o. Ss [ is ten and answer

the quest ions.

b > Ss read through the headings. Ptay the recording

again. Ss [ is ten and t ick the ones she ta lks about .

1 1 a > Ss focus on the How to... box and review how to(r) say where they tive, (z) say what kind of ptace it is and

where it is near, G) describe the [andscape where they l ive

and (+) say whether they tike where they l ive or not. Ssprepare what they wi t t say about thei r country to thei r par tner .

b > Ss work in pai rs . They descr ibe where they l ive and

thei r country to a par tner and speak about which par ts of

t he i r coun t r v t hev t i ke /don ' t t i ke .

Possible answersBritain is not very big.Mount Everest is verY high.The Amazon is verY long.Mexico City is really busy.Canada is very cold.Spain is not very cold.

I

2

3455

fam.ouslux.ur . ious

Wates. Yes, she tikes it.

5 Communication- th is [esson, Ss decide together how to furn ish a new;ca r tmen t and how much to pay fo r each i t em o f f u rn i t u re .

1 > Ss look at the p ic ture of the apartment . Ask: Do, ou l ike this apartment? WhyyWhy not? Ss discuss with a:ar tner what the apartment has got /not got . Estabt ish that. -e re i s a cooke r and a s i nk bu t no th ing e l se .

AnswersThe apartment has got a cooker, a sink and cupboards. lthasn't got a dishwasher, fridge, washing machine, sofa,coffee table, TV, CD ptayer, music system, dining tabte,chai rs or beds.

2a > 5s look at the t is t o f i tems and choose ten th ings:hat they need to furn ish the apartment . Ss should use: f e i r d ic t ionar ies to look up unknown words.

b > Ss work in pai rs and compare thei r t is ts . Together: iey agree on ten i tems and rank them in order ofI portance, e.g. I think a bed is very important. you have

:o sleep at night. You can sit on a bed but you can,t sleepq a chair, etc. Do not worry about Ss making mistakes

cur ing th is act iv i ty . Encourage Ss to express thei r opin ionsas best they can.

> Ss then compare [ is ts wi th a d i f ferent pai r .

3a > Ss work in groups of three. Each student hasd i f fe rent in format ion about home furn i ture/equipment andpr ices. Student A 's in format ion is on page pg, Student B 'sinformat ion is on page 133 and Student C's in format ionis on page 56. Give Ss several minutes to read about theact iv i ty and look at thei r ind iv iduaI in format ion.

> Ss then d iscuss what they wi t l buy, compare pr icesand decide how much to spend on each i tem. They have amaximum of r ,ooo euros to spend. Expla in to Ss that theymust ta lk about thei r in format ion; they cannot just showthei r in format ion to the others in the group.

b > Ss compare thei r l is ts wi th other groups.

: OPTIONALVARIATION

, Cut plctures with pr ices shown out of a home shoppingI catalogue for 5s to use for this actlvity.

OPTIONAL EXTENSION

5s work In pai rs . They choose two th ings they courochange or buy for the ctassroom to make i t a n icer room(e.g. paint the walls yellow, buy a big plant for thewindow, etc.).

Answersz ls there

3 there isn ' t

4 there's

5 there isn ' t6 there's

7 are there8 there aren't

9 is therero there's


Answersr I haven't got a video camera.z She hasn' t got a mobi le phone.

3 They haven't got a lot of money.

4 Their car hasn't got a CD ptayer.

5 Engtand hasn' t got a lo t of mounta ins.

Answersr Has Rachel got a laptop computer? Yes, she has.z Have they got a big house? No, they haven't.

3 Has your apartment got a garden? No, it hasn't.4 Has Ket ly got a washing machine? Yes, she has.

5 l as Spa i ' go t a dese r t? Yes , i t has .

5 Writing bank

1 >

Answersr the Great Barrier Reefz in the centre ofAustrat ia

3 Yes, there's Perth in the west.

4 in the east

2 a >

Answersclosing sentences Cending Dgreeting Aname of the sender Eopening sentence B

b >

Answers7 C2 a

r b

4 >

i Answersi 1 b u t

4 > 5 s ' o t , ̂ a n s \ ! e r s

5 >

Possible answersliving room: coffee table, music system, sofaoverlapping l iving room/kitchen/ bedroom: bool<shelves,CD ptayer, chairs, tabte, TVkitchen: cooker, cupboard, dishwasher, fridge, washingmachinebedroom: bed

6 > 3 0 r4 but5 0 rAnswers

A the seaB an is landC mountainsD a cityE a forestF a riverG a takeH a beachI ^ ! ^ - ^ - +I d u t ) E t L

J a b a y

5a > Ss 'own answers

b > Ss wr i te the beg inn ing and end o f the emai l .

C > Ss wr i te an emai l to a f r iend .

Answersr greeting2 opening sentence

3 c los ing sentences4 end ing

5 name of the sender

6.2

6.3

Overview

Lead-in

6. t

Revision: Places in townCan do: Talk about the pastGrammar: Past Simple of to be: allformsPast Simpte of regular verbs: positiveSpeal<ing and Pronunciation: pastSimpte endingsInformation gap: buildingsListening and Reading: ChangingbuitdingsCan do: Describe a visit to a cityGrammar: Past Simpte: irregutar verbsVocabu{ary: Places in a city, shopsReading: City break reviewsCan do: Talk about past events in yourtifeGrammar: Past Simple: questions andnegativesVocabulary: Time expressionsSpeaking and Pronunciation:Contrastive stressListening and Reading: Modern citiesUnderstand a store guide and ask forwhat you wantHow to... shop in a department store

Communication

Reference

Review andPractice

Writing bank Describe a placeHow to... ioin sentences $;): because,so

CEFR Can do obiectives6.r Tatk about the past5.2 Describe a visi t to a citv6.3 Talk about past events in your I i feCommunication Understand a store guide and ask for whatyou want*'it':"_r T"k ?.'::1b.. i 11"."€EFR Portfol io ideasa) What is the most beauti ful bui lding in your country? Get a

photograph of the bui lding. Write a short descript ion of thebuilding. Saywhere i t is, explain how it is used and how it haschanged.

b) Write your personal prof i le for a social networking site. Writeparagraphs about yourself and your city, your family, yourwork, your hobbies and interests. Choose the topics which aremost important for you and for your fr iends.

c) Video. Record a one ortwo minute video in which you

l '1"9::: y",i::lf. '1, iiy. 1 i:yi.y :f: city you have visited.

Lead-in

l

OPTIONAL WARMER

r Ss th in l ( o f thei r [ocat town or c i ty . In pai rs , they t is t f ive. reasons why thei r c i ty is bet ter /worse than the next b ig

c i ty in the area. l f you are wor l< ing wi th a mut t icu l turati group, Ss tist f ive reasons why their own city is better/, worse than the city/town they are in now. (E.g. The food' in x restauront is fantostic. The mountains outside the citV. are really beautiful, etc.)

1a > Ss look at the photos. They see i f they recognisethe d i f ferent ptaces in the p ic tures and match them to thewords in the box. They check answers in pai rs , then as awhote c lass. Ensure 5s understand the d i f ference betweena library and a bookshop.

I

i Answers, bar , bus stat ion, cafe. fac iorv. mirseuT, . . restaL 'a. r

b > 5 s c h e c k t h e , . , ' o r o s : - € ,E n c o u r a g e S s t o - s e c : : l - a .

c > Play reco rd i rg r . 6 r . Ss L i s l e : t o i ne y ro rds andcoun t how many syL lab les each word o r ph rase has . p laythe recording a second t ime. Ss mark the st ressed syt tabte.Ss checl< answers in pai rs , then as a whole c lass.

) Ss pract ise saying the words. The f i rs t sy l table isst ressed in a[ [ except for museum, where the seconqsyt table is s t ressed. Note that speakers somet imes ,drop 'a

sy[[able, asin fact(o)ry, Iib(ra)ry or rest(au)ront.

Answersart gattery 4bank rbar rbus stat ion 3

caf6 zc inema 3factory zhosp i t a t3l ibrary z

museum 3post office 3restaurant 2schoo l rs tat ion z

2 > ln pai rs , Ss ask and answer quest ions about whatpeopte can do in the var ious ptaces. El ic i t one or twosuggest ions for each p lace in feedback. Ss use thei r ownlanguage for th is exerc ise and may make mista l<es. Do notworry about error correct ion but do ensure that Ss are c learabout what the words in ex. r mean.

3a > 5s lool< at the t is t o f shops in the r ight-handcolumn. Do not expta in the words they don' t know yet butencourage Ss to guess meanings or use thei r d ic t ionar ies.Ss match the i tems to the shops. They checl< answers Inpai rs , then as a whole c lass.

Answerst f

b > S s w o r l < i n p a i r s a n d t h i n l < o f o t h e r i t e m s w h i c h c a n b ebough t i n t he va r i ous shops .

5 c6 a

3 o+ b

6.1 Changes

The term ' t is ted bui td ing ' refers to a bui ld ing or s i tewhich is deemed to be of great archi tecturaI and/orh is tor icaI importance. In England a lone, th is re lates toapproximatety hat f a mi t t ion bui td ings on the statutoryt is t . Many more bui td ings and pr ivate dwet l ings are onlocaI council t ists but these do not atways have statutoryprotect ion. l t is not possibte to extend, demol ish or a l tera statutory t is ted bui td ing in any way wi thout permiss ionfrom the relevant governmentaI body and owners of t istedbui td ings or s i tes can face prosecut ion i f they carry outunauthor ised at terat ions. They can atso be compel led tomainta in and repai r the bui td ings they own.

In t h i s l esson , Ss read abou t and l i s t en to peop le

descr ib ing the changing funct ion of severaI we[ [ -knownoul td ings in var ious par ts of the wor ld. Ss pract ise tatk ingabou t how bu i l d i ngs have changed i n recen t t imes .

OPTIONALWARMER

Ss decide in pai rs which is ( r ) thei r favour i te otd bui td ingand (z) thei r favour i te modern bui td ing in the tocat c i ty /town. Ss compare answers.

Reading1a > Ss l ook a t t he pho tos i n t he t ex t . Ask them i f t heyrecogn i se anv o f t he bu i l d i ngs they see . Ss scan the tex tc - i c .Ly t o f r "d ou t t he nan res 0 f t he bu i l d i ngs .

b > Ss look at the table. Mal<e sure Ss understand the twoheadings, now and in the post. Ss read the text again, tof ind out what each bui td ing is now and what i t was before.Explain century (roo years) before they read. Ss checkanswers in pai rs , then as a whole c lass.

Answersr a h o t e l - a p r i s o n2 an art gatlery - a (train) station

3 an office - a school

4 a restaurant-a sai t ingship

C > In pai rs or smal l groups, s tudents say whether theyknow the p laces, or other s imi lar ones.

OPTIONAL EXTENSION

Think of severat bui ld ings in the local c i ty / town whichwere bui l t for a d i f ferent purpose f rom thei r ex is t ing one(often banks, town hatls, offices...), Write the current

i names of the bui ld ings on the board. Ss decide what the; or ig inat funct ion of each bui td ing was.

Gramm&f I Past Simple of tobe

2 > Ss [ook at the text again. Ask Ss to under l ine a l l theforms of the verb to be in the sentences (is/are and was/were) .Ss complete the Act ive grammar box. They checkanswers in pai rs , then as a whole c lass.

Active grammar

l /He /She / l twasn'tWaswasn' t

We/You/Theywerewere

> Hetp Ss wi th the in i t ia l /w/ sound in was and wereand the weak vowel sound /a/ in was in af f i rmat ive andnegat ive sentences. Show Ss the contracted negat ive formon the board.


3 > Ss correct the sentences about each of the bui td ingsfo l lowing the example g iven.

Answersr No, it wasn't. l t was a train station.z No, it was a prison. Now it 's a shopping centre.

3 No, it wasn't a sail ing ship in the nineteenth century.It was a sail ing ship in the twentieth century.

4 No, it isn't. l t 's an art gallery.

OPTIONAL EXTENSION

Write: on hour ago, at 8 o' clock last night, last Soturdayevening, this time last year on the board. Ss intervieweach other about where they were at these t imes (e.g. Anhour ago I wos on the bus; At 8 o'clock lost night I was inthe cinema; Last Soturdoy evening I was at o party, elc.).

IIii

Answersr Oxford Castle in Engtandz the Mus6e d'Orsav in Paris

4the Smolny Institute in St Petersburgthe Moshulu in Phi tadetphia

Listening4a ) '. ' , i , ; ' ., Ss lool< at the two photos on page 6r. Elicitsuggest ions as to what the two bui td ings are used for now(a supermar l<et and an ar t gal lery) . This should be c learf rom the photos.

) Play recordingt .6z. Ss l is ten and match the speaker tothe bui td ing. Ss checl< in pai rs , then as a whole ctass.

AnswersJason: rAngeles: z

b > Ss look at the sentences in pai rs and predict which:entences descr ibe each bui ld ing. Do not g ive feedback, et . Ptay the recording again. Ss l is ten to check i f the i r: ,edic t ions were r ight .

5 > Ss complete the sentences wi th words f rom the box.Ss check thei r answers wi th a par tner , then I is ten to see i frey were r ight .

Gfammaf I past Simple of regular verbs:positive

6 > Ss read the sentences again. They f ind the four verbs.rd note the ending for each. They check answers in pairs,: -en as a who le c lass .

Active grammar

produced, s tudied, p lannedr workedz produced

3 studied4 p lanned


7a > Ss f ind a l l the examples of the past s imple in the:udioscr ipt on page r54 and wr i te them in the correcrt o l u m n .

Answers+ -ed: worked, opened, visited, tooked, started+ -d: produced, changed, l ivedremove -y, + -ied: married, studieddoubte consonant : p lanned, s topped

b > Ss use the prompts to wr i te sentences us ing the pastS imo le .

Answersr The Hoover Factory produced vacuum cleaners.z Alicia studied at the Sorbonne.3 My brother started a new job yesterday.4 My mother married my father in ry77.5 The prison changed to apartments in zooz.6 My father stopped work at the age of sixty.

Pronunciation I past Simple endings8a > ' ' t p r r ,11 g5 c lose thei r books. Wr i te the three verbsworked, opened, started on the board. play recording r.53.Ss l is ten and note the d i f ferent endings used for each verb.> Ss look at thei r books to see the correct phonet ic sound.They repeat the verbs.

b t ., ,,, r. !:r i Ss l isten to recording t.64 and write the verbsin t he co r rec t co lumn .

Answers/t/: tooked, produced/d/ : l ived, changed, p lanned, s tudiedIrdl: visited

> Say produced. Ask: How many syilabtes do you hear?(two, not three syllable s) Say looked, changed. Asl<: Howmany syllables do you hear? (one, not two) Asl<: Whendoes the past tense ending sound like a new syllable I dl ?(af ter verbs ending in l t l and ld l )> Direct Ss to the Pronunciat ion banl< on page r4g.

C > Ss p rac t i se read ing the sen tences f rom ex .7b i n pa i r s ,Ss co r rec t each o the r . Mon i to r c tose l y and co r rec t anym isp ronunc ia t i on o f pas t t ense end ings .

Speaking9 > Ss work in pai rs , A and B. As look at the in format ionon page r3o and Bs look at the in format ion on pager33. Di rect thei r at tent ion to the in format ion char t andexpta in that th is is to be f i t ted in about thei r par tner 'sbu i t d i ng . S tuden t A desc r i bes the i r bu i t d i ng and S tuden t Bcompletes thei r char t as they l is ten. Then, Ss swap ro les.

1O > Put the fot towing headings on the board: schools,shops, I ibraries, cinemas. Ss work in pairs and discusshow these bui td ings have changed in modern t imes (e.g.Schools have bright colours now; they have paintings onthe walls; they hove toilets inside, etc.) Do not worry about5s making mistakes dur ing th is act iv i ty . Encourage themto g ive thei r opin ions as best they can. Note down anvobvious errors to correct la ter .

OPTIONAL EXTENSION

Ss make notes about d i f ferent houses they have t ived inor spent t ime in in the past (e.g. grandparents 'house,hotiday home, etc.) Pul rooms, garden, colours, d6cor,Iocotion and when I lived there as prompts on the boarq.Ss work in pai rs and te l t each other about the d i f ferentptaces they have tived (e.g. I lived in o city opartment. ttwas very small. lt had two bedrooms and a terrace but nogarden, eIc.)

Hoover Bui ld ing: z , 3, 4Reina Sofia: r

r factory, equipmentz Reina Sofia, modern art

6.2 City breaks

With a i r t ravel becoming less expensive and more routesopening up, f ty ing overseas to another c i ty for a weekendbreal< has become popular in recent years. Peopte t ravetto shop, to s ightsee, for a romant ic break, etc . In addi t ion,c i ty breal<s are of ten t inked to 's tag n ights ' or 'hen

part ies ' . Groups of f r iends, usual ly of the same sex, gettogether for a par ty shor t ty before one of the group getsmarr ied. Combin ing the pre-marr iage par ty wi th a c i tybreal< is becoming very popular .

In th is [esson, Ss read a number of 'c i ty break ' rev iews andtet t thei r par tner about v is i ts to c i t ies they have maoe.

OPTIONAL LEAD. IN

El ic i t p taces to go for a weel<end break. (e.g. a b ig c i tyI ike Par is or New York; a country hotet wi th watks andgood food; a spa wi th retaxat ion t reatments and beautytherapies, etc . ) . Ss wor l< in groups of three and decidewhere they would t ike to go for a weekend break.

Reading1a > Ss took at the p ic tures and layout of the texts. Theydo not read yet . They decide what type of websi te the texts t aken f rom.

b > Ss sk im-read the text quickty. Make sure they read theheadings too. Expta in that they wi t l have an opportuni ty toread more s lowly in ex. z . They match the opin ions to thewr i ters. Ss check answers in pai rs , then as a whote c lass.

Answersr Susanna Lloydz Chr is t iane Gaut ier3 Atvin Parmiter4 Manolo Sanchez

2 > Ss read the texts more s lowlv and answer theoues t i ons .

OPTIONAL EXTENSION

Ss wor l< in pai rs and decide what each person ( r ) l i l<edand ( z ) d i dn ' t t i ke abou t t he d i f f e ren t c i t i es .

AnswersDubt inPositives: t ively, noisy, exciting city, the old streets andthe parkNegatives: a lot of tourists, the rainNew YorkPositives: a lot to do, great museums and shopping,famous restaurantsNegatives: unfriendty peopte, expensive shops, awfuIfoodHavanaPositives: different from other cit ies, beautiful buitdings,interesting cigarsNegativesl the restaurants and shopsDubaiPositives: great markets and shops, modern andluxurious hotetNegatives: expensive

3a > Ss f ind expressions wi th breakin the text . Theythen t ry and match them to the def in i t ions g iven. Ss checkanswers i n pa i r s , t hen as a who te c l ass .

b > Ss tool< at the expressions in pai rs and decide whatthey m igh t mean .

4 > Ss wor l< in pai rs and decide which c i ty break theywould choose. They must g ive reasons for thei r choice.

Vocabulary I places in a city, shops5a > 5s put the words f rom the box in to the correcrco tumn . Ss chec l< answers i n pa i r s , t hen as a who te c l ass .

AnswersShopping: clothes shop, department store, jeweller,s,marl<et, newsagent's, shoe shopPlaces in/near a city: airport, buitding, gattery, hotet,museum. oar l<

b > Ss add words to the tabte wi th a par tner . Encouragethem to use the i r d i c t i ona r i es . E l i c i t sugges t i ons i nfeedback.

Answersr a three-night break, a short breakz a good break, wonderful break3 city break

a t ravel websi teAnswersr when you stop work ing or s tudying for a shor t t ime in

order to have a coffeez a shor t hot iday in winter3 when you stop work ing or s tudying for a shor t t ime in

order to eat tunch4 a shor t weekend hot iday5 stop work ing or s tudying for a shor t t ime

Answersr because it was rainingz wedding r ings3 No. The food was awful.4 Yes. He says he wants to go back there for a weel<.

Gfammaf I past Simple: irregular verbs7a ) Focus on the f i rs t text about Dubl in . Wr i te Weirrived at lunchtime and tt rained all day on the board.\sk: What is the infinitive of these verbs? (arrive and raid.5s shoutd be fami l iar wi th regular forms of the past s imple' rom the previous lesson.

> Now, wrile We left Dublin yesterday and We flew therein Friday mornrng on the board. Elicit or give the infinit ive'orms of these verbs ( leave andf ly) . Expta in that these are' regular verbs which do not fo l tow the same pat tern ofadding -ed to the in f in i t ive.

> Ss focus on the four rev iews and complete the Act ivegrammar box. 5s check answers wi th a par tner , then as a,vhole c lass.

Answers1 clepartment storez hotel3 park

4 newsagent's5 gal lery/museum6 market

Active grammar

spend - spentgo - wenttake - tool(buy - boughtmeet - metSee - saweat - atehave - had

> Expla in that many of the most common verbs in Engt ishare i r regular and do not have an -ed ending. The best wayio learn these past forms is to memor ise them. There is noru le to Iearn.

b > Ss complete the text with verbs from the Acflvegrammar box.

Answersz ftew3 took4 saw5 met6 ateZ spent8 teft

6 > Ss match the descr ipt ions to the p laces in ex. 5a.Ss check answers wi th a par tner , then as a whole crass.

8a > Ss f ind the four t ime expressions in the text.

Answersyesterday: text on Dublinlast year: text on Dubailast month: text on New yorl<a few weeks ago: text on Havana

b > Ss put the expressions in chronological order wi th apar tner .

Answersr ten minutes agoz an hour ago3 six hours ago4 at eight o'clock tast night5 yesterday at midday6 last Sunday afternoonZ tast Saturday evening

c > Fi rs t , Ss wr i te s ix sentences about themselves, threetrue sentences and three fa lse sentences. Ss musr use ani r regular verb and a t ime expression for each sentence.Then, Ss take turns to read a sentence to thei r par tner , whomust t ry to guess whether the sentence is t rue or fa lse.Direct Ss to the exampte d iatogue before thev star t .

Speaking9 > G ive Ss a f ew m inu tes t o t h i nko f a c i t y tha t they havevis i ted. They mal<e notes about ( r ) what they t i l<ed and (z)what they d idn ' t t ike about th is c i ty . put headings on theboard to hetp them, e.g. atmosphere, shops, restaurants,m use um s/g alle ri es, fa mo us sig hts, tran spo rt.1O > Ss work in pai rs . Try to ensure that they are wor l< ingwi th a d i f ferent par tner f rom ex. +. Ss tet t thei r par tnerabout what they t iked/d idn ' t l i l<e about the c i ty . As youmoni tor , note down any errors which you might l ike to deatwi th af terwards but t ry to avoid correct ing Ss dur ing thespeal< ing act iv i ty .

OPTIONAL EXTENSIONr Write the following on the board: a romantic weekend l: breok for two, a short breok for a family with young,, children, a short break for a fomily with teenage children, l,, o city break for o group of friends. Ss worl< in groups of i' three or four and decide on a sui tabte .c i ty , dest inat ion ,

for each category.

:

j

iiIig

I

6.3 New citizens

In th is lesson, Ss read about the mul t icu l tura l nature ofmodern c i t ies and l is ten to two people descr ib ing thei rbacl<grounds and where they [ ive. Ss in terv iew each otherabout thei r past and wr i te shor t b iographies.

OPTIONAL LEAD-IN

I Asl< Ss about the countries they have been to. Find out if, any of the students have t ived in another country for longer

than two months. Ask Ss: Why do people travel to live in

another countryT (E.g. their job; their partner is from a: different country; to learn the language; to find work; to

study, etc.) Make a l ist of reasons on the board. In pairs, Ssdiscuss which of the reasons l is ted are the most commonreasons for travell ing to tive

1n a

1ew cou:try.

Reading and listening1a > Ss look at the photo and decide which c i ty i t is .

b > Ss now ident i fy which ethnic group is representedin the photo. Do not g ive feedbacl< at th is point as Ss wi t lcheck the i r answer i n t he t ex t du r i ng ex . za .

2a > Direct Ss to the f i rs t paragraph of the text . Tel l themlo read l t qu i c< l v t o f i nd t he answer .

Answer

b > Expta in to Ss that they wi t t read the whole text twice,the f i rs t t ime very quickty and the second t ime much more

stowty. Di rect them to the two columns and te l t them theyhave two minutes to match the nat ional i t ies to the c i t ies.Expla in that they do not need to understand the text fu l lyat th is point . Stop the act iv i ty af ter two minutes and checl<answers.

C > Ss look at the quest ions and then read the text again,at thei r own pace. Expla in they do not need to understandevery word in the text . Ask Ss not to use thei r d ic t ionarywhi le they read. Expla in that there is a vocabulary exerc ise

on the text to fot low. Ss check answers in pai rs , then as awhole c lass.

3 > Ss lool< at the text again. They f ind the words in thetext and t ry to guess what these words mean before us ingthem in the s ix sentences. Ss check answers in pai rs , thenas a whole c lass.

Answersr culture2 WOrKerS

3 immigrants

4 tradition

5 cit izen5 foreign

4 > Ss work in smal l groups of three or four and d iscussthe oues t i ons .

OPTIONAL EXTENSION

, You might l ike to widen the d iscussion by put t ing the'

heading Your c i ty on the board wi th the fo l lowing sub-headings underneath: Food, Festivols, Clothes, Shops.

l Ss tatk about the d i f ferent ethnic groups in thei r c i ty or

, :.rl:r Ir reta.t on

:o the neaolnss-

5a > , , ' ' , Expla in that Ss wi l l l is ten to two people

tatk ing about where they are f rom. Ss tool< at the quest ion '

Ptay recording r .55. Ss l is ten and decide which c i t ies thespeal<ers l ive in now.

[*r*.,. Sean - New York Meera - London

b > Ss look at the statements. Play the recording again.Ss l is ten and match the speal<er to the statements. Theychecl< answers in pai rs , then as a whole c lass.

c > Ss read the sentences and decide which are correct .Thev correct the mistakes in the other sentences.

', 4 Meera's family went to London in the r98os.

] I Meera went to India for her cousin's wedding.

d > Ss read the audioscr ipt and check thei r answers.

Gramm&f I Past Simple: questions and

negatives

6 > Ss choose the correct word to complete the ru lebased on the negat ive sentences they read in theaud iosc r i p t f o r ex . 5d .

Active grammar

in fi n it iveinfi n it ived i dd id n ' t

I

The photo shows members of the Indian communi ty t iv ingin London.

Answersr a n d 4 - S e a n z , 3 a n d 5 - M e e r a

z Poor lrish people went to America in the r84os.

4 Meera's family went to London in the r98os.

Answersr The f i rs t Indian restaurant opened in London.z Many Portuguese and Turkish people moved to Paris

and Frankfurt.A tot of Chinese people moved to Cal i forn ia.Many Koreans moved to the US.4

> Write Did you went to school in lndia? Did you walked' : school?on the board and then cross out the past tense'-'"n in went and walked and write go and walk to showi- . that we use the bare in f in i t ive form of the verb to- :ke quest ions. Expla in that i t is the same for negat ive: : L t r i l L e 5 .

> Remind Ss that the verb fo be does not need tne, -x i l iary d idn ' t to form the negat ive: he wasn, t there; they, . 'en ' t there. HeIp Ss wi th the pronunciat ion of d idn, t .> J i rect Ss to the Reference sect ion on page 67.

7a > Direct Ss to the photos of Heather and St ig. Expla inat they are going to I is ten to these two people ta i l< ing

: : out thei r past . Tel t Ss that they are going to wr i te the: -est ions for the l is tening exerc ise. Ss wor l< in pai rs and- a<e quest ions us ing the prompts g iven. Checl< answers.

Answersr Did Heather go to Engt ish school in New Brunswick?z Did Heather leave home in zoo5?3 Did she meet her par tner in Canada?+ Did Stig go to schooI in Norway?5 Did Stig study economics at university?6 Did he become an economics teacher?

b > ' , ' : Teach overseas (anotherword for abroad).p lay-=cording r .55. Ss l is ten and answer the seven quest ionsrcLuding the example quest ion) f rom ex. 7a. Ss check

: r swers i n pa i r s , t hen as a who le c tass .

r No, she d idn ' t . She went to French school .2 Yes, she d id.3 No, she d idn ' t .She met her par tner overseas.4 No, he d idn ' t . He went to school in England.5 Yes, he did.6 No, he d idn ' t . He became an Engt ish teacher.

C > Ss correct the fatse statements fot towing the examplegiven. They check answers in pai rs , then as a whote c lass.

r Heather d idn ' t go to school in London.z Peopte didn't use cars in the sixteenth century.3 Beethoven didn't paint the Mona Liso.4 Marco Polo d idn ' t own a mobi le phone.5 | d idn ' t watch a DVD tast n ight .6 My parents didn't move to Los Angeles.

Vocabulary I time expressions8a > Et ic i t when the 7os and 8os star ted g97ol t98o)and f in ished Q9791t989). Revise how to say dates, e.g.zooz (two thousand and two), zott (twenty eleven),t86z (eighteen sixty-two), t99o (nineteen ninety), t9o5(nineteen oh five), etc. Ss complete the sentences with thecorrect t ime expression. They check answers in pai rs , thenas a whole ctass.

Answersr in the :96osz when I was five3 tn 74924 in those days5 in the n ineteenth century

b > Ss use the expressions to mal<e t rue sentences.Ss compare answers wi th a par tner . Et ic i t two or rnreeexamples for each expression dur ing feedbacl<.

Pronunciation I contrastive stress9a > . , Ss close their books. Write I ' m on Englishteacher on the board. Say it for Ss, using normal stresspatterns. Write Are you a science teacher? above the firstsentence. Exptain that now I'm an English teocheris ananswer to that quest ion. Inser t f fo , at the f ront , e .g. No, l ,mon English teacher. Say the sentence for the Ss, putting stresson the word Engl ish. Ss l is ten and ident i fy the st ressed vrord.Asl<: Why i s En gtish stre sse d ? (to give e m p h as isl

> Ss open boo l<s . They l oo l< a t t he two examc Ies . As< :Which word do you think wil l be stressed? Do not qivefeedbacl< yet .

> Play recording t67. Ss l is ten and mark the st ressedword for each. They then pract ise saying the sentences.

I Answersr Mumba i

z Rome

3 horr ib le

l

b > D i rec t Ss to t he p romp ts i n t he t ab le . I n pa i r s ,Ss p rac t i se t he d ia logues us ing seconda ry s t ress pa r re rns

> D i rec t Ss to t he P ronunc ia t i on bank on page r4B ,

Speaking and writing1Oa > Ss th ink of quest ions they might as l< thei r par tnerabout thei r past . They don' t need to wr i te the quest ions. El ic i theadings on the board to ask questions about, e.g. growingup, school, favourite subjects, jobs, study, friends, etc.) Ss wor l< in pai rs . They take turns to ask each other aboutthei r past . Encourage Ss to as l< lo ts of quest ions and getfur ther deta i ls f rom thei r par tner dur ing the conversat ion.Do not worry about Ss making mista l<es dur ing th is act iv i ty .

b > Ss wr i te a shor t b iography of thei r par tner based onthe i r i n te rv iews .

OPTIONAL EXTENSION

Direct Ss to the text Modern Cities again. Asl<: What isdifficult about moving to a new city/country/school? (E.g.new people, new customs, new language, new food, etc . jEt ic i t a t is t o f d i f f icu l t ies on the board. In pai rs , Ss decidewhich th ings would be the most d i f f icu l t ( r ) when youarr ive f i rs t and (z) when you are l iv ing there a longer t ime.Encourage Ss to draw on thei r own exper ience for th is .

centu rywas

o Yes, she d id.

6 Communication

In Engl ish-speaking countr ies, i t is considered standard

behaviour to g ive personat i tems to fami ty and c lose

fr iends at Chr is tmas and for b i r thdays. Chi tdren usuat ty

g ive thei r mother / father a present on Mother 's Day

or Father's Day. lt is customary to give a present for a

wedding, or when a chi td is born (usuat ly baby c lothes or

equipment) , but atso when someone moves into a new

house. teaves work, retires, etc. lt is common for several

people to group together to buy such gifts. Smatter gifts

are often given as a tol<en of thanks after someone has

done something for you. People br ing f ru i t or f towers

when v is i t ing someone in hospi tat , and wine, chocotate

and/or f towers when inv i ted to eat in someone's house'

Couples might atso g ive each other g i f ts , especiat ty on

Valent ine 's Day and on wedding anniversar ies.

ln th is lesson, Ss buy and sel l g i f ts in a department s tore '

OPTIONAL WARMER

r Et ic i t speciat events when peopte buy presents for severali d i f ferent peopte at the same t ime (e 'g. for re l ig ious: fest ivats such as Chr is tmas or for nat ionaI ce lebrat ionsi such as Chinese New Year) . E l ic i t where people get

ideas for presents, e.g. Chr is tmas markets, cata logues'

specia l i ty g i f t shops, s t rot t ing around the c i ty centre '

Teaci department s tore i f Ss don' t ment ion th is . Ss wor l<- l a i r s . r r ev compare the i r g i f t shopp ing hab i t s w i t h

ea:- o:he'. Asx. Where do you get ideas for presents?

l', 'ne,e eo vou shop for presents?

1 > Teach department s tore (a large shop where you can

buy c lothes, househotd goods, beauty products, etc . ; g ive

examples) . Discuss the four quest ions as a whole c lass.

feach escalator (moving stairs), as they need this for the

l is tening exerc ise.

2a > " ;. ; '.: Teach on the ground lfirstlsecond floor and

in the basemenf (draw a map of a bui td ing) . Play recording

r .58. Ss [ is ten and comptete the gaps in the store guide '

They check answers in pai rs , then as a whole c lass.

b > Ss l is ten to the recording again (or look at the

audioscr ipt ) and comptete the How fo. . . box in thei r bool<s '

Thev check answers in pai rs , then as a whole c lass '

Answersr can | f indz Have you got

3 I have

4 much

C > Ss work in pai rs . They ask and answer about where to

f ind the i tems t is ted in the box.

3 > Ss work in pai rs . A pai rs wor l< in a g i f t shop and B

pairs are potent ia t customers. A pai rs read the in format ion

on page r3o, B pai rs on page 66. Give Ss t ime to prepare '

As decide what they set l and the pr ice of the goods on

of fer . Bs decide on what g i f ts they want to buy and how

much they wan t t o sPend .

> A pai rs set up shops around the room. B pai rs c i rcu late,

asking about the goods and pr ices. They must decide

where they wi t t buy the presents. An example d iatogue is

orovided for them.

) Do not worry about mistakes dur ing th is act iv i ty '

Moni tor and note down any obvious errors to deal wi th

later . In feedback, compare presents and pr ices.

OPTIONAL EXTENSION

Ss th ink of g i f ts they have received or g iven. They tet t

thei r par tner about ( r ) a par t icutar ty n ice g i f t they

received/gave and (z) a gift they weren't so happy with'

Answersaspirin - PharmacY on toP floorCD ptayer - Etectronic goods in basementcomputer - Computer department in basement

dictionary - BookshoP in basementfootbatt - Sports hall in basementpenci[ - Stationery on ground floor

sofa - Furniture department on top floor

women's ieans - Women's clothes on ground ftoor

AnswersTop floor: Men's shoes, FurnitureGround floor: MusicBasement; ComPuters


1 >

Answers+ ed: f inished, tooked, owned, started. wanted+ d: changed, closed, decided, t ived, moved-y + ied: married+ consonant + ed: p lanned, s topped

AnswersThey were tovety peopleworked in a car factoryhe owned a carshe was a g i r [She marr iedshe staved at homeMy great-grandfather stopped workalways carried a tittte bagdied too

1 >

2 >

2 >

3 >

Answersr had2 spent3 made4 met5 left6 went

z Did Mozart ptay the guitar? No, he played the piano.3 Was President Kennedy Russian? No, he was

Amer ican.4 Was the Hoover Buitding a factory Toyears ago? yes,

it was.6 Did Alexander Graham Bet [ invent the computer? No,

he invented the te leohone.

5 >

AnswersAcrossr bookshop5 supermarket8 stationery9 shoeDown2 pafl<

3 gatlery

4 Store5 stations5 post

7 hotel

6 Writing bank

AnswersNo. We don't know exactty when they went (i.e. whichmonth). We know they stayed in the city centre but notwhere. We know the trip was expensive but we don'tl<now how much it cost. Al[ the other questions wereanswered.

AnswersPositive things: a pretty lake in the city centre, smallso easy to walk around, countryside very different fromScotlandNegative things: expensive, very cold, dark most of thet ime

Answers1 S O

2 because

b > Ss'own answers

5a > Ss'own answers

b > Ss cross-checl< their notes with the TravelBuooygu ide t ines .

c > Ss wri te a short text for TravelBuddy.

4 a >

r Was Pabto Picasso Spanish? yes, he was.

7.2

7.3

Overview

Lead-in

7.7

Revision: Describing PhYsicalappearance

Can do: Understand and tell a simPte

story

Grammar: Articles

Vocabutary: PhrasaI verbs

Speaking and Pronunciation:Information gaP: a storY

Reading: Girls solve i igsaw puzzle and

become r ich!

Can do: Describe PeoPle andunderstand descr iPt ions

Grammar: Pronoun one/ones

Vocabulary: Adiectives (z+) : peopte

Speaking and Pronunciation: How to.'.

describe people

Reading: An emai l home

Listening: A new friend

Can do: Understand and use dates

and months

Grammar: Possessive PronounsVocabutary: Ordinal numbers and

months

SPeaking and Pronunciation: /0/

F ind someone who . . '

Listening and Reading: SpeciaI gifts

and sPecia l daYs

Listening: Whose gifts?

Communication ldentify a person from a simpledescr int ion

How to... ask about aPPearance and

PersonalitY

Reference

Review andPractice

Writing bank Respond to an event in writ ing

Howto... use punctuation (:): dashesand exclamat ion marks

CEFR €an do obiectives

7.r Understand and tet l a s imple storyi 7.2 Describe people and understand descriptions

7.3 Unders tand and use da tes and months' Communication ldenti fy a person from a simpte descript ion

Wli l lnS balk ResPond to an evenl in writ ing

I CEFR Portfol io ideas

, a) Write a short story about a recent experience' The story can be' exc i t ing , funnY or unusua l .

b) Make a picture crossword puzzle for your fr iends' Alt the

answers in the c rossword are words to descr ibe peop le '

c) You are f lying to Tokyo next month. Write an email to Sandra

Sh imoyu (she works in the same bus iness bu t she does no t

know Vou) . Te t t her the da te and t ime when you w i l l a r r i ve '

Sandra w i l l meet you a t the a i rpor t ' Descr ibe your appearance

so tha t Sandra can f i ro voud) One o fyour f r ie r lds re la i r " 'es i s go ing to be 5o years o ld nex t

week. Wr i te a sho ' i -essage lo h im 'her . Your message can be

, a r g 9 g 5 6 1 f u n n , r i

Lead-in

OPTIONALWARMER

5s work in pai rs . They tet t each other about thei r

impressions when they meet peopte for the f i rs t t ime'

Asl<: What do you notice first obout (i men and (z)

women: face, eYes, bodY, clothes, etc.?

1a > Ss focus on thethese people are?

> Ss match the PeoPleL - t z .

pictures. Asl<: Where do You think

in the photos to the descriPt ions

Answersr Gz B

3 F4 G5 F6 B7 C8 F

9 Ar o Cr r Et z F

b > ' i Ptay recording z.or . Ss t is ten to check thei r

anSwers.

) Focus on the contracted form of has got in spol<en

English, e.g. G's got blue eyes; B's goI foir hoir' Note: Hoir

is s ingular in Engt ish. Point out to Ss She's got fo i r hai r but

He's bald. She wears glasses.

2a > Ss match adiect ives to people in the photos ' The

answers wi l t be sublect ive and more than one answer is

possib le.

b > Ss compare answers. feach He/She looks + adlective:

He looks friendly. She looks pretty.

3 > Direct Ss to the example g iven. In pai rs , Ss descr ibe

and ident i fy one of the people f rom the photos ' Moni tor

c losely, hetp ing wi th vocabulary and correct ing any

obvious errors.

EXTEND THE LEAD- IN

i Ss wor l< in smatt groups ' They descr ibe what thei r ideat

, partner woutd lool< tike. (E.g. My ideol partner has

blue eyes ond dark hoir. l don't like beords but I likei moustaches.) Do not worry about Ss making mistal<es

, dur ing th is act iv i ty . In feedbacl< focus on any d i f ferences

, o f op in ion .

7.1 Finders keepers!

'F inders keepers ' is an adage meaning that whensomething is [ost , whoever f inds i t becomes the newowner. Chi tdren commonly say th is to each other whenthey f ind something they t ike. General ly , i f you f indsomething in a pubt ic p lace, you have to br ing i t to thelocat potice station or tocat Lost Property office. Mostpubt ic bui ld ings atso have a Lost Property desk. ( 'Lostand Found' is the term more commonly used in NorthAmer ica.) Usual ty , an at tempt wi t [ be made to contacrthe owner i f they can be easi ty ident i f ied. The f inder ofthe object or money can recta im the property af ter a setper iod of t ime has e lapsed, usuat ty s ix months to a year .Otherwise, uncta imed property is g iven to char i ty orthrown awav.

In th is lesson, Ss read about how two schoolg i r ls foundthousands of p ieces of banknotes on thei r way to schooland what they d id wi th the money. They pract ise tet l ingeach other in terest ing stor ies.

OPTIONAL WARMER

5s wor l< in smal l groups. They d iscuss what they woutddo in the fo[ lowing s i tuat ions: ( r ) they f ind a [arge sumof money in a rubbish b in, (z) the shop assis tant g ivesthem change for roo pounds instead of ro pounds,( : ) they real ise outs ide the shop that they have forgot tento pay for books. Do not worry about Ss making mistakes.They wi l t be abte to use onty very basic language for th isol:'i'::"":

Reading1 > Ss lool< at the headl ine. Et ic i t the meaning of j igsawpuzzle. Expla in the d i f ference between games and puzzlesand g ive some examples (e.9. Monopoly and Tr iv iaI Pursui tare games; crossword puzzles, Sudoku puzztes and theRubi l< cube are puzzles) .

AnswersA iigsaw puzzle is a picture that has been cut up intoirregutarty shaped pieces, which you put together againto re-form the picture.

2 > Skimming: Expla in to Ss that before they read thetext property , they wi l t read i t very quickty to get an ideaof what i t is about . Di rect them to the quest ion and te l lthem they have two minutes to f ind what the j igsaw puzztereferred to in the headt ine is . Expta in that they do not needto understand the text fu t ty at th is point . Stop the act iv i tyaf ter two minutes.

3 > Ss [ool< at the e ight s tatements. They read the textagain, th is t ime more s lowly to f ind the correct order ofevents. Ss checl< answers in pai rs , then as a whote c lass

4 > Expla in to Ss that they are going to learn abouteffective ways to read English texts. Ss lool< at the typesof quest ions asked in ex. z and 3. Tet t Ss that the twoexerc ises hetp devetop d i f ferent reading s l< i [ ts . Expta inthat ex. z helped Ss to get an overv iew of the text andto i den t i f y t he ma in even ts - t h i s i s s tep 1 ; ex . 3 he lpedSs read i n a more de ta i t ed way - th i s i s s tep 3 . The o the rimpor tan t s tep i n read ing i s t o f i nd t he mean ing o f neww o r d s . S s c a n u s e a d i c t i o n a r v f o r t h i s o f c o u r s e . b - te x p t a i n t h a t a v e r ' ' t m o o r t a r : r e a c i n g s k i i s : : a - . r s s . - €- e a ' i - g J ' - ' ' a * a - , ' , 0 ' a s . , : - . - : - : . : - . : ' -

> S s i ^ c s e : o - i . . - a : = ' . : - :C O r t a - 5 t - S P r 3 ' € S S : ' . - ' a - ,- , , ^ . - : ^ - + L ^ * ^ ^ - ' ^ - -g u e s s r n g r F e - e a - , - 9 5 J - - e , , ,

t h e L i f e l o r e l e a r - - s n n x .5 ' ^ ' ,

> Ss then l ook a t t he new words . F i r s t . t hev f i nd t hesewords in the text and read the whole sentence. Then, thevuse the t ips to t ry to guess the meanings.

5 > Ss lool< at the t is t o f adiect ives and select the onesthat represent thei r react ions to the story. Help wi th themeaning, word st ress and pronunciat ion of the words.Then , i n pa i r s , Ss t e l I each o the r wha t t hey though t o f t hestory and why.

OPTIONAL PAST TENSE REVIEW, In pai rs , Ss look at the text again and f ind ( r ) s ixI examples of past forms of regular verbs, (z) two

examptes of past quest ion forms for i r regular verbs andr G) n ine other examptes of past forms for i r regutar verbs.

Vocabulary I phrasat verbs6a > Ss scan through the text quic l<ty to f ind the secondpart of the verbs.

b > Ss look at the p ic tures and match them wi th tnecorrect two-par t verbs. Ss check answers in pai rs then as awhole c lass.

Answers1 g2 e

l dq b

5 c6 a7 h8 f

Answersr p ick up 3 put t out 5 g ive backz look at 4 hand in 5 put together

Putting at[ the banknote pieces back together.

Answers D pult outA set off E took atB hand in F put togetherC pick up G give back

C > Ss use the verbs to comptete the sentences about thepictures.

Answers z hand in 4 put togetherr Look at 3 pick up 5 set off

> Direct Ss to the Reference section on page 77 for otherexamples of phrasaI verbs found in prev ious uni ts .

Gramm&f I articles

7a > Ss read the two extracts from the text, focusingon the use of a/an and the, Ask Ss: Why do you think a isused in the first sentence and the in the second sentence?Give Ss a minute or two to th ink about th is but don' t g ivefeedback unt i I a f ter 5s have completed the Act ive grammarbox.

> Ss complete the Act ive grammar box. They checkanswers in pai rs , then as a whole c lass.

i Active grammar

a an . t he

> Remind Ss of the use of o and an (a teacher, a trip,etc . but an apple, an archi tect , e tc . ) . We use an for nounss ta r t i ng w i t h a vowe lsound and a f o r a l I o the r sounds .

> Wri te We picked up _ paper on the board. Remind Ssthat we don' t use a/an wi th uncountabte nouns. (This wasdeal t wi th in Lesson z+.2) . Et ic i t some uncountable nouns toi l lust rate the point (e.g. tea, snow, paper) . We can' t countthese things one, two, three - so we can't say We pickedup a paper here. Instead we say a piece of paper or somepaper.

> This grammar point is easier for some languagespeakers than others. l f you feel Ss are not f ind ing th isgrammar point too d i f f icu l t , draw thei r at tent ion to the factthat we say The sun is shining and We need to protect theearth not A sun is shining or We need to protect an earth.Ask Why is fhrs? (There is only one sun and one earth sowe do not need to use a/an when ta lk ing about these forthe f i rs t t ime in a conversat ion. l t is c lear a l readv whichone we are referring to.)


b > Ss choose between a/on and the to complete thesentences. They checl< answers in pai rs , then as a wholectass.

Answers 2 a,a, The, the, ther a, The 3 a, the

8a > Ss comptete the story with the correct use ofart ictes.

b > Ss c lose thei r books. Ss wor l< in pai rs and take turnsto pract ise te l l ing each other the story wi thout tooking atthe text .

Speaking9a > Ss wor l< in pai rs , A and B. As turn to page r3o andBs turn to page r33. Expla in that As wi l l see p ic tures forthe f i rs t hat f o f the story and Bs wi l l see p ic tures for thesecond hat f o f the story. Give Ss a few minutes to lool< atthe p ic tures and prepare what they wi t t say. Ask them toth ink of the past forms of the verbs they wi t t need to te l lthe story.

> Ss te l l each other about thei r hat f o f the storv. As mustgo f i rs t and then Bs.

) As an a l ternat ive to asking Ss to re- te l I the story dur ingfeedbacl<, Ss can lool< at each other 's p ic tures on pagesr3o and r33. Et ic i t the verbs Ss used for each p ic ture in thesrory.

b > put the fot lowing headings on the board: somethingI lost/something I found; winning money/osing money.Give Ss a few minutes to th in l< of a t rue story which re latesto one of the headings. The story can be about themselvesor someone they l<now. ( l f Ss can' t th ink of a s tory, theycan invent one or th ink of another in terest ing story aboutthemselves.)

) Ss wor l< in smal I groups of three or four and tet tthei r s tory to the others in the group. Hetp Ss wi th newvocabulary as you moni tor but do not worry about Ssmaking mistakes dur ing th is act iv i ty . Make a note of anymista l<es re lat ing to the use of past forms and ar t ic les asvou moni tor and dealwi th them later .

OPTIONAL EXTENSION

Ss conduct a ro leptay in pai rs . A is one of the g i r ts whofound the money and B is the repor ter who wrote thenewsDaDer ar t ic le . Bs in terv iew As about the inc ident .

r Encourage Ss to ask and imagine answers where the; information is not given in the text. (E.g. Did you always

go thot way to schooL? Was there anything else in the bag?', How long did it toke you to put together one nofeT etc.) Do: not worry about Ss making mistakes dur ing th is act iv i ty .

Note down anv obvious errors to deal wi th la ter .

Answerst d

2 the3 a4 a5 the6 a7 the8 the

9 the1 0 4

7.2 T}re girl from ...

lpanema Beach, located in a fashionabte par t of Rio deJaneiro, is one of the most famous beaches in Brazi l ,a long wi th neighbour ing Copacabana Beach. The wel l_known song The Girl from lpanema, sung by AstrudGi tber to, was a huge h i t in the US in ry64 and many otherar t is ts have subsequent ty recorded i t . The song descr ibesthe love fet t by a young man as he watches a beaut i fu twoman watk by each day - but he is too shy to speak toher .

c > Ss read the emai l again and match the people to theadject ives. Ss check answers in pai rs , then as a wholeL t d 5 5 .

ln th is [esson, Ss read an emai l f rom Mar ianne who isstay ing wi th a host fami ty whi te s tudying near lpanemaBeach in Brazi l and l is ten to Mar ianne descr ib ing a manshe has met to her f r iend. Ss take turns to descr lbe people.

OPTIONAL WARMER

5s imagine they are going to an Engl ish_speal< ing countrythey have not been to before to do a course in Engl ish.Et ic i t the types of accommodat ion avai lable (e.g. hostfami ty , youth hoste l , e tc . ) . In pai rs , Ss th ink of twoadvantages and two d isadvantages for the d i f ferenr rypesof accommodation: A host fomily is good because youcan practise English with the fomily. But it is bod becauset!!i ti coot

lolmuser!, etc

Reading1 > Ss look at the photos. Expta in who Mar ianne is andwhy she is in Brazi t . Ss d iscuss the two quest ions.

2a > Teach host famity (a tocat famity who you stay withi f you are v is i t ing a d i f ferent c i ty or country) . Ss took atthe three quest ions and read the text to f ind the answers.Expla in that they do not need to understand the text fu t tyat this point. Write my age and tanned on the board andask Ss to t ry to guess what these words mean as thevread (the some oge as me, brown from thesun). Ss cirecl<answers in pai rs , then as a whole c lass.

Answers1 C

z d3 at + f

5 b6 e

Answersr da rkz s h y3 n i ce4 handso:ne le: : , r5 shor t

We usuat ly use pret ty to ta lk about a woman andhandsome to talk about a man. We use short and tatt (notlong) for people. We use young (lp! new) Io talk aooutpeopte, except for a new babv.

VoCabulary I adjectives (4): people4a > h pai rs , Ss put the adject ives in to the d i f ferentco tum ns .

AnswersBody: (not very) slimFace: handsome, nice, pretty, unattractiveSkin: dark, pale, fa i rHair: dark, fairHeight : shor t , ta l lAge: middle-aged, o ld, youngPersonal i ty : n ice, sh6 conf ident , horr ib te

3 > Direct Ss to the vocabulary learn ing t ip in the L i fe longtearning box. Point out that i t is usefu l to wr i te the nountoo when not ing down opposi tes. For exampte, o ld can bethe opposi te of young or new (depending on who/what weare descr ib ing) .

Ss lool< at the adject ives in ex. zc again and match them tothei r opposi tes. Ss checl< answers in pai rs , then as a wholec tass.

Answersr 5he arrived in Rio de Janeiro to do a course.z She lives with the Silva family.3 She usual ly goes to the beach.

b > Ss read the text again and match the statemenrs rothe paragraphs.

Answersz E

l A4 D5 B

> Ask Ss: Which adjectives can go in more than one ofthe columns? Fair and dark can be used to describe bothhair and sk in colour . Nice can descr ibe appearance orpersonal i ty .

b > Ss add to the columns in pai rs . you might t ike to doth is act iv i ty as a team game. Each pai r / team must t ry toextend the t is t in each category wi thout us ing a d ic t ionary.Give Ss two minutes per category. Each team gers onepoint for each new vocabulary i tem. The team wi th themos t po in t s a t t he end w ins .

C ) D raw Ss 'a t t en t i on t o t he t h ree ma in ca tego r i es i nex .4a and b , appea rance , age and pe rsona l i t y . D i rec t Ss toIae Ho' , r , to . . . descr ibe people box. Ss match the catesoles

r l t is lpanema Beach in Rio de Janeiro.z Ss 'own answers

to the expressions. They check answers in pairs, then as awhole class.

Answers1 age2 appearance

3 personati ty

) Review modifiers (reqlly, quite, very, not very). Ask Ss tolook at the emai I again and to under l ine the modi f iers (verv

nice, very friendly, quite short, very tanned, not verv slim,really interesting, reallv handsome, quite shy).

d > Expla in that th is is a t ip to make descr ipt ions moreinterest ing and personat . Ss read the t ip in thei r books,then th ink of examples to i l lust rate the adlect ives in thebox in pai rs . El ic i t one or two examples for each adiect ivedur ing feedbacl<.

OPTIONAL EXTENSION

Ss th ink of someone in the c lass, or a famous person.They descr ibe h im/her to thei r par tner , but don' t say h is /her name. The par tner t r ies to guess who i t is , e ,g She'szz. She's got dork hair. She's confident, she asks o lot ofquestions. - That' s Ana Moria!

Gramm&f I pronowr^ one/ones

5a > Ss focus on the exce rp t s f r om the ema i I i n ex .2a .Ask Ss to f i nd t he sen tences i n t he ema i l . Ss ma tch theunde r l i ned words to t he co r rec t mean ing . They checkanswers i n pa i r s , t hen as a who le c l ass .

I Active grammar, 1 O

z o

I s ingutarI pturat

) One replaces s ingutar nouns, ones reptaces p luratnouns. We of ten use one and ones to replace the nounafter an adjective or after this/these and thot/those.Wealso use one after each and in expressionslike the one/ones on the left/right, etc.

) Direct Ss to the Reference section on page 77.

b > Ss complete the exerc ise, then check answers wi th aoar tner .

Answers1 0ne52 one

3 One4 OneS

c > Ss read the paragraph and f ind four words whichcould be reptaced by one or ones. Ss check answers inpai rs , then as a whole c lass.

AnswersThe second oneThe th i rd onethe one on the second floorThe other ones

Listening6a > i ,f :r ;,:: $5 took at the four photos. Play recordingz.oz. Ss ident i fy Luis f rom the photos.

Answerphoto 3

b > t t ic i t ways of descr ib ing the men in the photos, e.g.He' s got glasses, He' s got grey hair, etc.

) Ss l is ten again and mal<e notes about Mar ianne'sdescr ipt ion. Ss compare answers in pai rs , then as a wholec lass.

AnswersHe's Brazil ian. He works in a hotel. He speaks Engtish.He's very handsome. He's tanned. He's about zzor 23. He's stim. He's got short, dark hair. He's got a titttebeard. His name's Luis. He's single.

Speaking7a > Ss take turns to descr ibe another man in the photosand guess who i t is .

b > Ss work in pai rs . Each pai r prepares a descr ipt ion ofsomeone who everyone in the c lass knows, e i ther a famousperson or someone in the c lass/school . Give Ss a fewminutes to do th is . Then, Ss form new pai rs . Ss take turnsto descr ibe thei r person to thei r par tner , who t r ies to guesswho i t is .

OPT IONAL EXTENSION

Ask: How did Marionne meet LuisT (He spoke to her.)Have you ever liked someone from a distance but weretoo shy to speok to the person? In pairs, Ss think ofadvice to g ive to someone in th is s i tuat ion. (E.g. Say het toto h im /he r ; Bump in to h im /he r ' acc iden ta t t y ' , e t c . ) E t i c i ta t l the suggest ions in feedback and decide as a ctass on+ h o h o c f n i o r o n f : d v i r e

7.8 Speeial days

Canada Day, often referred to as,Canada's birthday,, takesplace on rs t Ju ly and celebrates the enactment of theBr i t ish North Amer ican Act in rg6z.Hat loween, celebrated in many par ts of the Enst ish_speaking wortd, takes p lace on 3rst October a iO is t t rougtr tto have its origins in the lrish pagan Samhain festivat. Thefotlowing day, rst November, is the Christian feast of AttHatlows or All Saints, when people traditionatty visit gravesof dead retatives. Fancy dress parties are particutartycommon at Hat loween, as is , t r ick or t reat ing, , ch i ldren inmasKs and costumes knocl< ing on neighbours 'doors andreceiving sweets.

In th is lesson, Ss read about specia l days when g i f ts aregiven. They l is ten to a woman descr ib ing two importantdays in Canada and a lso to a phone conversat ion wneretwo people ta lk about presents. Ss pract ise asking eachother about b i r thdays and other speciaI occasions.

Reading and listening

OPTIONAL WARMERSs work in pairs and mal<e a t ist of al t the occasions wnenthey might buy/receive a present (e.g. moving house,':llT.1'

15 'n:::1':":

: I ll"io u"' gifts, etc )1a > Et ic i t nat ional hot idays/speciaI events and whetherpeopte g ive presents on these occasions.

b > Remind Ss of the reading steps they learned aboutear l ier in the uni t ( in the L i fetong [earn ing box in lesson7.r ) . Expla in that they wi I read the text twice, the f i rs t t imequickty and the second t ime more stowty. Tet t them theywon' t have more than two minutes for thei r f i rs t reading.> Ss read the text quickty to f ind three specia l daysment ioned (note: more than three are g iven) . Af ter twominutes, s top the act iv i ty .

c > Ss read the quest ions, then the text again to f ind theanswers. 5s check answers in pai rs , then as a whole c lass.

z food or sweets3 yettow

4 red is the colour of good luck

> Explain that dates can be written either gth Marcn(pronounced the eighth of March) or March 8th(pronounced March the eighth),

2a > ' . . ' , , g5 [ool< at the two photos at the top of thepage. Don' t expla in which photo refers to Canada Dav and

which to Hal loween but use the photos to teach paradeand costumes which come up in the quest ions.

) Ss read through the quest ion. ptay recordin g 2.o3.Ss l is ten and t ick the appropr iate occasion for eacn act iv i tv .Ss checl< answers in pai rs , then as a whole c lass.

Answers candy: Halloweencostumes: Halloween day offwork: Canada Dayparade: Canada Day ,trick or treat,: Halloween

b > 5s match some of the act iv i t ies wi th the phoros.

Answerstop photo: people dress up in costumesbottom photo: there is a parade

C > Put the fo l towing headings on the board: food,clothes, activit ies. Ss discuss nationaI hotidays and specialoccasions in thei r countr ies us ing the headings.

VOCabulary I ordinal numbers and months3a > nsk. When is lnternational Women's DavTWrite8th March on the board. point at the number, AsK: Vlh0!number i s t h i sTThe number i s g bu t exp la in t ha t l ve sa ! , d : , ifor dates - the 8th of March or March the 8th.> Ss read the text in ex. r and the audioscr ipt for ex. za onpage 154. Ss f ind a l t the dates ment ioned in the two textsand then complete the tabte in thei r books.

b > , , - , . , , , , ' P laV recording 2.o4. Ss l is ten to check i f thevwere r ight .

Answersfirstsecond

sixthseventh8th9rhtenth

eleventh thirt iethrzth thirty-firstthirteenthr5th

> Hetp 5s wi th the pronunciat ion of the words, especia i lvf i rs t and the - fh sound at the end of most ord inal numbers.Draw Ss'attention to the hyphen in twentv-second andthirty-first.

> Play recording z.o4 again. Ss repeat each number.4 > Ss complete the exerc ise by choosing the correctword. Ss check answers in pai rs , then as a whole ctass.

A n s w e r s z t h r e e 4 t h i r dr f irst 3 second 5 ninth

5a > Ss f ind three d i f ferent months in the text .

b > Ss l ook a t t he j umb ted mon ths and pu t t hem in o rde r .Ss pract ise saying the months.

New Year's Day, InternationalWomen's Day, Mother,s Day,Ochugen

r the first Sunday in May

March, May, July

Answers May 5 September 9February z June 6 October roMarch 3 luly I November rrApril 4 August 8 December rz

c > Put today 's fut l date, inc luding the year , on theboard. Review how to say the year in dates f rom Uni t 5 .Ss pract ise saying the dates.

The convent ions for wr i t ing dates in f igures are d i f ferentin Br i t ish and Amer ican Engt ish. In Br i t ish Engl ish, theday of the month goes f i rs t and the month second; inAmer ican Engt ish, i t is the reverse. This means thatChristmas Day in zorr would be written in figures asrz lz5 lzor t in North Amer ica and as z5l tz lzorr in otherpar ts of the Engl ish-speaking wor ld.

d > Ss take tu rns t o t e l l t he i r pa r tne r t he i r b i r t hdaysand g i ve t he da tes o f na t i ona l ho t i days i n t he i r coun t r y . I n.nonocu l t u ra l c l asses , Ss can exchange o the r impor tan tda tes i n t he i r l i ves - e . s . va r i ous ann i ve rsa r i es andbir thdays of other fami ly members.

Gramm&f I possessive pronouns

OPTIONAL LEAD. IN

Ss work in pai rs . They d iscuss present-g iv ing in thei r :'anll ies. (t) Who usually buys the presents in your family?

'

zDo ' l ouusuaL l ybuy ind i v i dua lo rsha redp resen ts?E .g . \ 1y mo the r and 1 buy a p resen t t oge the r f o r my

fainer's birthday.J \t Who is the hardest to buy for?Q) Do you like wrapping presents? (Note: fo wrlp comes :up i n t he l i s t en ing . )

6a > Ss look at the p ic tures, some of which are presents

Jane has bought for her f r iends. They match the words tothe p ic tures.

b > Ss look at the audioscr ipt on page r55 and completethe Act ive grammar box.

Active grammar

m ineh i sners

> Write It is mine and lt belonas to me on the board.Undert ine the verbs to emohasise the d i f ferent s t ructures.It is mine can mean both /t belongs to me and lt is for me.


8 > Ss rewr i te the sentences us ing possessive pronouns.Ss check answers in pai rs , then as a whole c lass.

A n s w e r s 3 h e r s 5 h i s1 yours 4 was theirs 7 theirsz is mine 5 ours 8 ls (this) his?

OPTIONAL EXTENSION

Ask Ss to select something f rom thei r bag, wat let or penci Icase. Col lect the i tems in a bag so Ss cannot see who isgiving what. Put att the items on the desk. Ask: Who doesthis belong fo?Ss guess whose it is, e.g. if 's Paul's or it 'sMaria's. Checl< who the items realty belong to, e.g. /s ityours, Paul? Yes, it' s mine. No, it' s not his, etc.

Pronunciation I lel9a > . ,, ' ' i, Write brother and bathroom on the board.Underline the fh in both words. Say the two words. Asl<: /s fheth sound the same? (No, in brother, it is lvl and in bathroom,it is l0D. Write the two phonetic symbots on the board.

> Wri te b i r thday on the board. Do not pronounce i t yet .Ask: Which sound is th in this word? PIay recording 2.o6.Ss l is ten and ident i fy the /e/ sound. Ss pract ise saying thewords birthdoy and bathroom.

b > ' , i r , , ' ' ' 5r look at the words. Play recording 2.o7.Ss l is ten and ident i fy which word they hear. They checl<answers in pai rs , then as a whole c lass.

ou rsyoursthei rs

AnswersB DVDs

EF

cD

diarytrainers

um brellahandbag

b > , , ' P lay recording 2.o5. Ss l is ten and match thei tems to the peopte. Ss check answers in pai rs , then as awhole c lass.

Answers Jane's parents - clockDavy - trainers Gordon - DVDsTara - diarv

7a > Ss lool< at the excerpts f rom recording 2.o5. Theymatch the under l ined words to the correct meaning.Ss check answers in oai rs .

c > , ; : ' , : r : p [sy recording 2.o8. Ss l is ten and t ick or crossthe numbers .

Answerst /

2 /

Answersr free

z th in l<3 th ick

th i rs tthree

45

6 , /7 X8 /

3 x4 x5 /

) Di rect Ss to the Pronunciat ion bank on page t47.

Speaking1O > Ask Ss to s tand up and come to wherever therei s mos t space i n t he room. Ss m ing le and ask each o the rabout their birthdays (When is your birthday? lt ' s on rnefirst of February, etc.). Ss note down the different dates.When they have found the f ive students they ' re tooking for ,they s i t down. Ss cal l out the answers dur ing feedback.

7 Communication

In th is lesson, Ss l is ten to people asking about anddescr ib ing what someone looks t ike. They pract isedescr ib ing and ident i f iT ing people.

OPTIONAL WARMER

Ss discuss the fo l towing quest ions wi th a par tner : Do youforget foces easily? Do you normally remember people' snomes or their faces? What do you notice about people -' : ::' "' " u " :r:':': :':': ":::

1 > Ss focus on the p ic ture. Discuss as a whole crasswhere the p ic ture is and where the people are.

2a > .: ,;; rr ' .,: ' ; f1p[3ip to Ss that they witt hear therecording twice. The f i rs t t ime they should l is ten to get thegeneral idea and the second t ime for more deta i ls .

> Play recording 2.o9. Ss I is ten to get the generaI idea ofwhat the problem is . Ss checl< answers in pai rs , then as awhole c lass.

b > etay the recording a second t ime. Ss l is ten and notedown the deta i ts to complete Geof f 's notes. They checkanswers in pai rs , then as a whole c lass.

Answerstate 4os2 metresdarkgreyshorts l impaleshort beardglasses

C > Ss dec ide i n pa i r s wh i ch man i n t he p i c tu re i sMr Schiifer.

3 > Ptay the recording again. Ss l is ten and comptete theHow to... box.

4 > Ss wor l< in pai rs . Student A reads the in format ionon page 13o about meet ing Ms Andrews at the a i rpor t .Student B looks at the p ic tures on page q4 and choosesone o f t he peop le t o desc r i be as Ms And rews . S tuden tA asks ques t i ons and takes no tes , t hen i den t i f i esMs And rews on page r34 f rom B ' s desc r i p t i o r .

> Ss then swap ro les. Student B [ooks at the in formatronabout meet ing Mr Gardner at the a i rpor t on page 134.Student A tooks at the p ic tures on page r3o and choosesone of the people to descr ibe as Mr Gardner. This t ime,Student B ident i f ies Mr Gardner on page r3o f rom A'sdescr ipt ion.

OPTIONAL EXTENSION

Cut out photos of people f rom magazines. Ss work inpai rs . Student A has fust wi tnessed a robbery. Student Bis a pot ice ar t ls t who draws people based on descr ipt ionsof eyewi tnesses. Give As one of the photos and tet t themto imagine th is is the person they saw. They descr ibethe person and Student B draws an ' ident ik i t ' p ic ture.Ss compare the photo and the p ic ture dur ing feedback.Note: Ss do not have to be good at drawing for th isactivitv.

Answerman on the r ight , wear ing a red t ie and hold ing a p iece ofpaper

Answersr lookz otd3 colour4 Does5 hai r6 l s7 cotour8 l ike

arrivals hatt at the airoort

She is too busy to go to the airport to meet Mr Sch6fer.

I AnswersI

1 1 at 2 t h e

3 a

4 thel -

t '

1 5 al z T h eIi 8 a

7 Writing bank

1a > Ss ' own answers

b >

Answersr Thanks for the present - it 's iust what I wanted.z l 'm reatly pleased you got the job - good tuck!

3 Enloy your trip - send me a postcard!

4 I 'm sorry I missed your birthday - | was on hotiday.

4 >

Answersr I hopez I 'm sorry3 I 'm really pleased

4 I hope

5 I'm sorry

5 a >

Answersr cous in : D

aun t : E o r Bteacher: A

Answersr Dz B

6 A7 B8 C

3 Dr + C

5 E o r B

Answers1 put togetherz p ick up

3 give back

4 took at

5 set off r exclamation markz dash

Answersthe red one?modern ones?those b ig ones in the cornerThe metal ones?how about th is one?I don ' t l i ke t ha t onea d i f ferent one

Answersr - (dash), ! (exclamation mark)z - (dash)

3 ! (exclamation mark)

4 ! (exclamation mark)

Answersz h

3 b4 a5 d6 c7 q

8 f

Answersr eighthz twenty-fifth

3 first

4 eighteenth

5 n inth

6 >

Answersr Cz B3 D6 A

b > Ss ' , ' , ' : e -essaqes fo r t he i r ca rds .

8.2

8.3

Overview

Lead-in

8.1

Communication

Referente

Review andPractice

Writing bank

Revision: Clothes; seasonsCan do: Describe what people aredoing nowGrammar: Present ContinuousSpeaking and Pronunciation:Sentence stressHow to.. . descr ibe a pictureListening: Festivats around the worldDescribing a picture

Can do: Tatk about what you wearGrammar: Position of adiectivesVocabutary: ClothesSpeaking and Pronunciation: Quiz:What kind of dresser are vou?Reading: Street fashionCan do: Talk about the weatherGrammar: Present Simpte and PresentContinuousVocabulary: The weatherSpeaking and Pronunciation: /o/ andleulReading: Extreme weatherDescribe problems and ask forsolutionsHow to... describe problems and askfor solutions

Lead-in

The dress code for of f ice wor l< in the Engt ish-speal< ingwor ld is general ly a sui t (or just t rousers) , sh i r t and t ie formen and sui t (or sk i r t / t rousers) and b louse for women.However, some companies now have a more relaxed dresscode on Fr idays when jeans are somet imes permi t tedand men need not wear a t ie . This is of ten referred to as a'dress-down Fr iday ' or 'casual Fr iday ' pol icy.

OPTIONAL WARMER

I Ss d iscuss the fo l lowing quest ions in smal l groups ofthree or four: Do you like shopping for clothes? How often

, do you do it? Which clothes item do you have the most of?'

_t' 1. "',"','co;ats' i11..ns' etc)

1a > ss rook at or'0,0, o-0. ,, :,;;;,,r" ;..;;;;" ' .in each photo. Ss look at the c lothes vocabulary and checkunfamit iar words in the d ic t ionarv.

) Ss t hen ma tch the c lo thes i n t he pho tos t o t he wo rcs .

b > Ss work in pai rs and name other c tothes in thepictures. They can use thei r d ic t ionar ies. These inc ludemac (B), belt (C), broces, shirt, jacket (D).

2 > Ss wor l< in pai rs and decide which c lothes can beworn in which seasons. Ask: What do we wear in sprinoisummer? etc. during feedback.

3 > Ss ma tch the ad jec t i ves t o t he i r mean ings . Ss checkanswers in pai rs , then as a whole c lass.

OPTIONAL LEAD- IN TO THE L ISTENING

Write: jeons or formal clothes; Ioose/tight shirts andpullovers; iackets or winter coots on the board. Sso' "i::" :n"': o.'"'.1' ::: :::' :":l :':'l": :ill I llllii'

4 a > Ss look through the four sentences. PlaVrecording z. ro. Ss l is ten and complete the gaps. Ss checkanswers in pai rs , then as a whole c lass.

Write a postcardHow to... make your writing moreinteresting

CEFR Can do objectives8.r Describe what people are doing now8.2 Ta lk aboutwhat Vou wear8.3 Talk about the weatherCommunication Describe problems and ask for sotut ionsWrit ing bank Write a postcard

iti*'t"m.i";;;;--"a) lmagine you are at a locatfest ival. Write a short message to

your pen fr iend about the weather and what people are doing.b) Choose a photograph from a recent hol iday. Describe the

peopte in the photograph and say what they are doing.c) Write a short postcard to your teacher from a recent a recent

hotiday.

Answersr i o a n c

z formal

I Tight4 COatS

Answers hat A shorts C tie Dcoat B jeans A, B skirt Cdress C pullover A suit Dgtoves A scarfA T-shirt C

Answers 3 fr + b

5 a6 c

b > Ss g ' ; e i he i r op in ions on the fou r s ta temen ts .

8.1 Festivals around the world

The wor ld 's largest open a i r music fest iva l takes ptace onthe last weekend in June in Glastonbury, Engtand. Onet icket buys you entry to over 8o stages and numerousmusical acts, featur ing some of the b iggest names in themusic industry every year . The fest ivat is mainty run byvolunteers and most of the proceeds go to char i ty . Thefest iva l -goers main ly camp out for the weekend and thecondi t ions can be notor ioustv wet and muddv.

In th is lesson, Ss l is ten to repor ters descr ib ing what ishappening at three d i f ferent fest iva ls . They a lso l is ten toa descr ipt ion of a fest iva l scene in a photo. Ss pract isedescr ib ing what peopte are doing in the p ic tures.

Listening

OPTIONAL WARMER

Et ic i t d i f ferent types of fest iva ls , e.g. s t reet theatre andenter ta inment , indoor ar ts fest iva l wi th cul tura l events,parade-type festival t ike the Rio Carnival, iazz or musicfestivat, etc. Give Ss a few minutes to make a l ist offamous fest ivats around the wortd in pai rs . Put at t thesuggest ions on the board. Ask Ss i f they have ever beento anv of these fest iva ls .

1 > Ss Look a t t he s i x pho tos and d i scuss the ques t i ons' , ' r i rh a par l rer . Do not g ive feedbacl< yet .

2a > ' . t , ' , , , Ptay recordingz.r r . Ss l is ten and checl<

thei r answers f rom ex. r . Ss a lso match the repor ter to thefest iva l ohotos.

Answersphotos A and D - reporter Annaphotos B and E - reporter .|ustinphotos C and F- reporter Pam

b > Ss match the peopte to the photos.

c > Ss match the sentence hatves in pai rs . then [ is ten tothe recording again to check thei r answers.

Answers1 ez f

3 a4 b5 d6 h

8 c

3 > Ss d iscuss the quest ions in pai rs .

> Ask: Which kind of festival do you/would you prefer? andcompare preferences dur ing feedback.

Gramm&f I Present Continuous

4a > Ss [ook at the sentences in ex. zc and use them tocomplete the Act ive grammar box. Ss checl< answers inpai rs , then as a whole c lass.

Active grammar

Affirmative: is, areNegative: isn' t , aren' t

) Demonstrate the contracted forms: I am (l ' m) dancing;He is (He' s) dancing; They are (They' re) dancing; He is not(isn't) talking; They are not (aren't) talking, etc. Explainwe use these when speal< ing. Ss wi l l have an opportuni tyto pract ise saying the contracted forms in ex. 5 so i t isenough to draw thei r at tent ion to them at th is s tage. Theyshoutd be fami l iar wi th the contracted forms for the verb fobe already.

b > Ss complete the sentence in pai rs .

) Emphasise the difference between Whitney cooksCaribbean food every day and Whitney is cookingCaribbean food now (at the moment of speal<ing).

C > Ss complete the ru le for the Present Cont inuous.

d > Focuson thespe l t i ngo f t he - i ng fo rmo f t heve rb .Ss look at the box and wr i te Ihe - ing forms. They checl<answers in pai rs . Ss can then checl< thei r answers in theaud iosc r i p t on page 155 .

Answersr watching, ptay ingz having, moving, dancing

3 s i t t i ng , c tapp ing

> D i rec t Ss to t he Re fe rence sec t i on on page 87 .

5a > Ss ' , i ' i : e sen tences us ing the P resen t Con t i nuous .Ss chec t a ' s , ' . r ' s n pa i r s , t hen as a who le c l ass .

Answers1 Boston Carnivat: ohotos A and D

Mariachi Festival in Mexico: ohotos B and EHetsinki Arts Festivat: photos C and F

2 Boston in the US, Guadala jara in Mexico, Hels ink i inFintand

Answersa Mariachi group - Bdancers in colourful costumes - AWhitney - D

!

I Answers

i 1 All the peopte are having a good time.z She isn ' t dancing now.3 They?e wearing traditionaI costumes.4 We're reading an interesting book.5 I 'm wearing a coat.6 l 'm not studying any languages at the moment.7 We?e not writ ing an exercise.8 What are you doing at the moment?

b > Ss re-wri te sentences 4-Z so that they are truesentences about themselves. Ss compare sentences with apartner, then answer quest ion 8.

Pronunciation I sentence stress

6 > l . ; . : i . r . l r p[3y recording z.tz.Ss l isten and underl inethe stressed syl lables they hear. Ss check answers in pairs,then t isten again and repeat.

Answersr She's dancing.z Theyte tatking.3 Are you tistening?4 We aren't leaving.

> Ask: /s the -ing part of the word stressed? (No.) /s fheverb to be stressed? (Usuatty not, except in negativesentences.) Expta in that the words that tend to be st ressedare the words which carry the most meaning, not thegrammar words.

> Direct Ss to the Pronunciat ion bank on page r4g.

Speaking7 > Ss take turns to mime one of the verbs in the boxand the others t ry to guess which act ion i t is . Modet anexample first.

8 > Ss [ook at the p ic ture. El ic i t where i t is and what ishappen ing i n t he pho to .

OPTIONAL VARIATION

Team game. Div ide the ctass in to two targe groups. Eachgroup takes turns to make a sentence about the p ic ture.(Peopte are doncing; There are toll houses in the picture,etc..) Ss cannot repeat sentences. Keep the pace snappyand don' t g ive Ss too [ong to th ink of sentences. Keepgoing back and for th unt i I one team cannot th ink of a newsentence. The team which keeps going for the tongestwins.

9a > . , ; , Ss match the descr ipt ions to the par t of thepicture. Ss check answers in pai rs , then l is ten to recordingz.r3 to check thei r answers.

Answers

z b

3 a4 a

b > 5s complete the How to. . . box in pai rs .

Answersr back/frontz On, right3 are4 There5 There

1O > Ss wor l< in pai rs . Student A looks at the p ic ture onpage 131. Student B [ooks at the p ic ture on page r34. Thescenes are s imi lar but there are s ix d i f ferences which Ssmust f ind by as l< ing and answer ing quest ions about eachother's picture. (e.g. How mony people ore dancingT Whatis happening at the front of your picture?, etc.). Ss comparep i c tu res i n f eedback .

AnswersStudent A's picture:A man and a woman a re se rv ing bu rge rs .The woman at the f ront of the queue is order ing a burger .Two girts are sitt ing on a bench.The musician on the left is ptaying the guitar.The music ian on the r ight is s inging.Two men on the right are clapping.Student B's picture:A man is serving burgers.The woman at the front of the queue is eating a burger.Two girls are standing, watching the musicians.The music ian on the le f t is s inging.The music ian on the r ight is ptay ing the gui tar .One man on the r ight is c tapping.

OPTIONAL EXTENSIOI\

Cut out about s ix or seven interest ing photos/ imageswhich conta in people f rom magazines or newspapers.Adverts are of ten good for th is . Number the p ic turesand put them around the room. Give Ss a few minuresto walk around the room to lool< at the p ic tures. Ss rnenwork in pai rs . They select one of the p ic tures and decroe(r) where the person/people in the photo are, (z) whatthey are doing and ( f ) how they are feel ing and why.E.g. The woman in this picture is sitting on a bed in herbedroom. 9he is dressed in formal work clothes. She isthinking about something. She looks sad. Maybe she ishoving problems ot work at the momenf. They write ashort capt ion on cards to go wi th thei r chosen p ic ture/image wi thout ident i fy ing the p ic ture. Col lect a l l the cardsand st ic l< them on the board. At t the pai rs come to theboard, read the cards and match the var ious capt ions tothe photos.

8.2 You are what You wear

In th is lesson, Ss read about how f ive d i f ferent peopte

l ike to dress and tatk about thei r own and other people 's

c lothes preferences.

Reading

OPTIONALWARMER

Ss wor l< in pai rs . They te l t each other the k ind of c lothes

they woutd choose to wear on the fot towing occasions:( r ) a wedding; (z) going to the c inema on a f i rs t date;( l ) speciat fami ly cetebrat ions (e.g. b i r thdays ' Chr is tmas'

etc. ) ; (4) a long p lane journey. Wr i te the occasions on

the board. Explain wedding (marriage party) and dofe

f romant ic appointment , when the two peopte don' t know

each o the r ve ry we l l ) .

1 > Skimming: Expta in , " , r r f . r r r , ; " r ; ; ; ; t f ' " r . * t

twice, the f i rs t t ime very quickty and the second t ime much

more stowly. Di rect them to the exerc ise and te l l them

they have two minutes to name the people in the p ic tures

A-E. Expta in that they do not need to understand the text

fut ty at th is point . Stop the act iv i ty af ter two minutes '

Ss compare answers in pai rs and then as a whole c lass.

AnswersA DannyB SunnyC S imonD KarenE Tara

2a > Ss match the c lothes wi th the people in pai rs .

Answersboots - Karenjacket - Danny, Karen, Tarajeans - Simonput lover - Dannysandals - Tarasar i - Sunnyshoes - Dannya skirt - Karen, Taraa suit - Tarasunglasses - Simontra iners - Simontrousers - Danny

) Focus on the pronunciat ion of these words, especial lythe ini t iat ldsl in jacket and ieans and the /u: / sound insuit.

OPTIONAL EXTENSION

In pai rs , Ss categor ise the vocabulary in to ( l ) c lo thesworn on the top hat f o f the body and (z) c tothes worn

on the lower par t of the body. Ss add c lothes to each

category.

b > Ss d iscuss the quest ions wi th a par tner . Askquestions like: Who do you think is the most fashionable/least fashionoble? Who has the nicest clothes? etc. in

fee d back.

C > Ss read the texts more s lowty, th is t ime focusing on

the f ive sentences. Teach cool (a t i t t te b i t cotd) . Ss read

through the texts and comptete the sentences. Ss read at

thei r own pace. Ss check answers in pai rs , then as a whote

cta5s.

Answersr Karenz Danny

3 Sunny4 Tara

5 Simon

3 > 5s discuss fashion in pairs.

OPTIONAL VARIATION

Et ic i t what 5s th ink is important when shopping for

c lothes. Wr i te at l suggest ions on the board (e.g. pr ice;

fashion; designer label ; comfor tabte to wear; the colour /s ty le sui ts you; the mater ia l wi t t wash/keep ctean easi ly ;naturat mater iats , etc . ) . Make sure there are at leastseven i tems on the board. Add one or two i f necessaryi f Ss ' t is t is shor t . Ss rank the l is t in order of personal

importance when buying ctothes, r being the mostimportant th ing. Ss do th is ind iv idual ly f i rs t and then theydiscuss thei r choices in smat l groups of three or four '

Vocabulary lclothes4a > Ss focus on the vocabulary in the text . They f indwords wi th opposi te meanings to those l is ted. Ss checkanswers in oai rs . then as a whole c lass.

) Draw Ss'at tent ion to the pref ix un- but do not spend toolong on th i s .

b > Ss match the four words f rom the text to thei rmean ings . Ss check answers i n pa i r s , t hen as a who lec lass .

Answersr b2 C

3 d4 a

Answersr th ic l<2 Warm

3 tight

4 bright5 fashionabte6 natural

> Focus or r re pronunciat ion of these words, especia i lywooland leather.

Gfamm&f I position of adjectives5a ) Focus on the p ic tures in the text . F i rs t , ask factualquestions, e.g. Whot colour are Simon,s jeans? Do you allagree? (Yes.) /s his T-shirt tight or loosei (tight) Do youal l agree? (Yes.) etc . Then, ask some opin ion-quest ions,e.g. ls Tora' s suit nice? What adjective would you use todescribe Simon' s jeans?etc. (Eticit various answers.,) Doyou a l l agree? (Some may do and some may not . ) Expla inthe d i f ference between adject ives which descr ibe facts andadject ives which descr ibe an opin ion.) Ss focus on the sentences f rom the text . They d iscussthe quest ions in pai rs .

7 > Ss order the words to make sentences. Ss checkanswers in pai rs , then as a whole c lass. Ss pract ise sayingthe sentences, us ing fa i l ing in tonat ion at the end.

Answersr She's wear ing a beaut i fu l s i lk dressz That su i t looks smart .3 Second -hand c lo thes a re - ' : e ! r3e - :4 | l o v e m y c o m f o : : a b l e , . , c c : _ . a . : .5 You r i eans l oo . ' a - : as : : .6 M a r i o a l l v a y s v r e a r s : i c e c o : : 0 -

- _ s h . r i s .

Answers1 young, silk, brownz tovely, beautiful, smart

b > Ss choose the correct word to comptete the ru le. Theychecl< answers in pai rs , then as a whole ctass.

Active grammar

beforebeforeafter

8 > Ss take tu rns t o desc r i be ano the r s tuden t i n t he c l assto t he i r pa r tne r . The i r pa r tne r mus t guess who i s be ingd esc r i be d .

Speaking9a > Mal<e sure Ss are wor l< ing wi th a new par tner forth is act iv i ty . Ss work in pai rs and use the quest ionnaire tointerv iew each other about thei r c lothes p ieferences. Eachstudent should make notes about thei r par tner ,s answers.b > nsk indiv iduat Ss to te l l the c lass about thei r par tner ,sc lothes preferences. Wi th large c lasses, i t can be easierand more t ime e f f i c i en t t o have Ss desc r i be t he i r pa r rne r rngroups rather than to the whole c lass.> You might l ike to d i rect Ss to the model texts in ex. r andask them to prepare a s imi lar text to descr ibe what k ind ofdresser thei r par tner is .

] OPT IONAL EXTENSION

I Ss d iscuss the fo i lowing quest ions in pai rs or smal lI groups: How do you organise your wardrobe and clothes:, drawers? How often do you throw clothes out? Do you', have clothes in your wardrobe thot you never/rorety wear?; Do you take good care of your clothes?

> Hetp Ss wi th the fa i l ing in tonat ion pat tern , , ; ; ; - . ; ; ; ;these sentences.

I t is not necessary to expla in more compl icated ru les forthe posi t ion of adject ives at th is s tage. The opin ion/ factd is t inct ion is enough for th is level .> Direct Ss to the Reference sect ion on page g7.

9 t

l t [ook at the p ic tures. El ic i t one or two adject ives todescr ibe each one.

) Ss choose words f rom the box to label the p ic tures.Ss compare answers in pai rs , then as a whole c lass.

Suggested answersbeautifuI cotton dressexpensive Swiss watchscruffy brown shoes

-

8.3 Changing weather

In th is tesson, Ss read about how gtobaIwarming is

af fect ing the weather . They tat l< about weather condi t ions

and pract ise compar ing what people usuat ly do and what

they are doing now.

OPTIONAL WARMER

Ss th in l< of three reasons to l ike each of the four seasons,I e.g. Spring: flowers grow in the gardens; the weatherI begins to get warmer; people put their winter coats away,

' e tc . In feedbacl<, establ ish which season Ss t ike best .

Vocabulary I the weather

1 > 5s match the weather symbots to the weather words.

Ss check answers i n Pa i r s .

> Hight ight that / f 's snowing and / t 's ra in ing are Present

Cont inuous verbs here and the other weather words are

ad ject ives.

2a > Play recording 2. t4. Ss l is ten to see how

manv of the weather words f rom ex. ra they hear.

b > ptay the recording again. Ss l is ten and complete thegaps in the text . Check answers as a whole c lass.

Answers1 Same

z different

3 different

4 same

c > ' , ' j ; , ; , : : P laV recording z. t7.Ss t is ten and [ is t the words

they hear under the two cotumns. They checl< answers inpai rs , then as a whole ctass. Ss pract ise saying the words.

OPTIONAL EXTENSION

Ss take turns to pract ise saying these sentences: ( r ) / t

snows a lot in Poland. (z) The doctor told me not to get

cold.

4 > Ss took at the photos and d iscuss the quest ions wi th

a par tner . Do not g ive feedbacl< yet .

5a > Expta in to Ss that they wi t I read the text twice, the

f i rs t t ime very quickty and the second t ime much more

slowly. Expla in that they do not need to understand the

text fu t ty at th is point . Ss read quickty to match the text

to one of the photos. Stop the act iv i ty af ter a minute.

Ss check answers in pai rs , then as a whole c lass.

b > Ss read the text again, th is t ime at thei r own pace,

and answer the quest ions. Ss check answers wi th a

oar tner . then as a whole c lass.

Answersr 45 degrees Celsiusz Everybody turned on thei r a i r condi t ion ing and so

there were power cuts and people didn't have tights in

the evening.for severaI weel<sBuses and t ra ins d idn ' t run because of the badweatner.

6 > Ss focus on the new vocabulary in the text . They

match the words to the correct meaning. Ss check answersin pa i r s . t hen as a who te c tass .

Answersr fz d

Answers

l z A

4 C5 F

7 H8 D

1 r G 5 t

] Reading

Answers1 Warm2 SnOW

degreesfoggySUmmer

sunnyhotra in ing

6

78

4

c > Et ic i t what the weather is l ike in Ss 'countr ies.

Pronunciation I bl and' laul

3a > ' ' ' s : , , Di rect 5s to the four words. Play recording

2.r5. Ss l is ten to ident i fy the two sounds laal and lo l .

Ss check answers in pai rs , then as a whole c lass. Wr i te

the phonet ic symbols on the board.

b > ' , , Ptay recording 2.16. Ss l is ten and decide

whether the sounds are the same or d i f ferent in each pai r of

words. Thev do not need to pract ise saying the sounds yet '

34

4 b5 co d

/o/: ctock, cost, not, on, bottte

/eul: otd, note, hotet, wrote, own

Answerswarm lx3.lsunny (x3)snow(ing)foggyrain ing

The text matches with the top picture of London. The

bottom photo shows New York.

AnswersCold and snowing are laal sounds'Hot and foggy are /o/ sounds.

i:f,:i:,

7 > Write act - action and communicote - communicotionon the board. Ss should be fami t iar wi th these words. AskWhich are the verbs? (act, communicate) Which ore thenouns? (act ion, communicat ion) Expta in that the suf f ix- ionis added to acf and communicat(e) to make a noun.

> Write dark - darkness on the board. Ask: Whicn worais the noun? (darl<ness) What type of word is darl<? (anadject ive) Expla in that -ness is s imi lar to - ion. The suf f ix-ness is added to adject ives to make them nouns.

> Ss look at the nouns wi th the suf f ix -ness and say whichadject ives they come f rom. Ss check answers in pai rs , thenas a whole c lass.

) Asl< Ss: What do you notice about happiness onclcraz iness? (No -y at the end and - iness instead.)

Encourage Ss to lool< out for d i f ferent word endings anonote the d i f ferent forms in thei r vocabularV iournals.

Gramm&f I Present Simpletpresent

Continuous

8a > : ' i : , , ; ' : p [ay recording 2. r8. Ss t is ten and decide whvLuke isn ' t a t work.

b > Ss [ool< at the statements. p lay the recording again.Ss l is ten and decide whether the statements are t rue orfa lse. Ss check answers in pai rs , then as a whole crass.

C > Ss d iscuss the quest ions in pai rs .

Answers1 because everything [ool<s beautifuIzl3 Ss'own answers

OPTIONAL VARIATION

Ss work in smal l groups. They d iscuss ( r ) which type ofweather they t i l<e best / least and why and (z) how theweather af fects thei r heat th i mood.

9a > Direct Ss to the extracts from the I istening texr.Explain that some of the verbs are Present Cont inuous andsome are Present Simple.

> Ss look at the sentences. They c i rc le the presentSimple verbs and under l ine the present Cont inuous verbs.Ss checl< answers in pai rs , then as a whote c lass.

> Quickty rev iew how the Present Simpte and presenrCon t i nuous a re f o rmed .

b > Ss complete the ru les by f i t t ing in the correct tense.

I Active grammar

1 Present Cont inuousz Present Simpte

> Check Ss understand that we use the present Simpte tota l l< about rout ines and facts and the present Cont inuousto ta lk about act ions happening now.

) Di rect Ss to the Reference sect ion on page g7.

1O > Ss choose the co r rec t f o rm o f t he ve rb i n eachse nte n ce.

Answersr is ra in ingz take

isn ' t wear ingare studyingdon' t dr ink

45o

i

3 Carrv

11a > Ss wr i t e sen tences abou t t he peop te i n t hepictures, us ing the prompts. Ss checl< answers in pai rs ,then as a whole c lass.

Answersz Laura usuat ty walks to work but today she is dr iv ing

ner new car.3 Sat ty usual ly c leans the house every day but today

she is ptay ing footbat t .4 Anna usual ly wears jeans but today she is wear ing a

dress.

b > Ss pract ise the two tenses by as l< ing each otherques t i ons abou t t he peop le i n t he p i c tu res .

OPTIONAL EXTENSION

Et ic i t the d i f ferent th ings people doldon' t do on thei rsummer hot idays (e.g. beach in the af ternoon, breakfastin bed, no wor l<, no t raf f ic lams, etc . ) . Expla in that ,James'

is on a beach hot iday wi th h is fami ty . you can draw amatchst ic l< p ic ture of James or br ing in a photo f rom amagazine. Ss mal<e sentences descr ib ing what Jamesusual ly does when he is at wor l< and what he is doingnow. Put d i f ferent t imes of day on the board: in themorning, at lunchtime, in the afternoon, in the evening,ot night. E.g. ln the morning: James usually gets up eorly.He moves quickly ond hos breokfast in the kitchen but!odcr he is hoving breakfast in bed with his wife. He isec l , ac s i o t j / l y , e l c .

Present Cont inuous: isn ' t work ing, aren ' t runningPresent Simple: snows, phone

Answersr t ired2 happy3 f i t

4 s ickS batd6 crazy

He can't get to work because of the snow.

I Answersl r Fi -i 2 l

l l F

i + Fi ) r

8 Communication

People in the UK and in l re land are generat ty s tow tocomotain about bad serv ice in bars and restaurants. l ffood is co ld or serv ice is poor , they wi t t not comptainverbally, but wit[ instead leave and not use the restaurantor serv ice provider again. l t is considered impol i te tocompla in toudly or wi th aggressive gestures. l f peoplecomptain, they of ten do so indi rect ty (e.g. / 'm sorry tobother you, but ...; You may not have noticed, but ...,e tc . ) . Comptain ing tends to be much more d i rect in NorthAmer ican and Austrat ian cul tures.

In th is [esson, Ss pract ise descr ib ing a problem to a serv iceor goods provider and asl< ing for a solut ion to the problem,such as a re fund . exchange o r repa i r .

OPT IONAL WARMER

Ss work in pai rs . Wr i te the fot towing s i tuat ions on theboard: peopte ta lk ing in the c inema, cotd food in arestaurant , a mark on a shi r t you have bought , noisyneighbours, the bus is la te. Ss d iscuss whether theywould compla in in these s i tuat ions or not . Ss wi t t onty beable to express thei r v iews in very basic Engt ish.

1a > Ss look at the p ic tures in pai rs and decide whereeach one i s .

b > Ss [ook at the p ic tures again. El ic i t what is happeningin each p ic ture wi thout focusing on the phrases. Ss thenmatch the phrases to the p ic tures. Help Ss wi th thepronunciation of receipt. Explain the difference between arefund and an exchange.

2 S l, at;r: r.,r, PlaV recording 2.r9. Ss [isten and identifywhich p ic tures correspond to which d ia logue.

AnswersDia logue r : FDiatogue z: B, D, EDia logue 3: A, C

3a > Et ic i t the stages in making a compla int . What do yor-do first/second?, etc. (Exptain the problem, ask for money'exchange, etc.). Ss look at the stages in the How fo... box.

> Play the recording again. Ss l is ten and complete theHow to... box.

b > Ss checl< thei r answers in the audioscr ipt onpage :.56.

Answersr Canz bought

3 hot

4 probtem

5 doesn't6 isn ' t

7 exchange8 like

9 repair

C > Ss pract ise the d ia logues wi th each other . Moni torc losely, correct in g any pron unciat ion errors.

4 > Ss wor l< in pai rs . They take turns to descr ibeproblems wi th something they have paid for . Ss readRoteptay r . One student is a customer and the other is ashop assis tant . Student A 's in format ion is on page 13r andStudent B 's is on page 85. Give Ss a minute or two to readthrough the in format ion. They can use thei r d ic t ionar ies forwords they don' t understand. When they are ready, theywor l< in pai rs to complete the ro leplay.

> When they have f in ished, they exchange rotes and readthe in format ion for Roleplay z. They conduct the secondroteptay in pai rs and so on wi th Roleplays 3 and 4. Do notworry i f Ss make mistakes dur ing th is act iv i ty . Any obviouserrors you hear can be deal t wi th la ter .

> When Ss have completed the ro leplays in pai rs , as l<:Did you find o solution for the problem with the computerTWhat about for the problem with the jockefT, etc. and elicitthe d i f ferent so lut ions which Ss found. l t is not necessaryto have 5s act out the ro leplays again in f ront of the ctass.

OPTIONAL EXTENSION

Ss wr i te an emai l to the company expla in ing theprobtem and asking for a solut ion for one of the roteptaysituations in ex. 4. Teach Dear Sir/Madam to begin andYours faithfully to end a forma[ emaiI or letter.

Answersr Fz B , C , E3 A , D

AnswersI t isn ' t work ing. - D

I a r e c e i p t - B

I a r e f u n d - C

i to repair something - F

I an exchange - E

Answers 7 studyingr c tapping 8 swimmingz making 9 us ing3 ptanning ro wai t ing4 reading r r wr i t ing5 r id ing rz carry ing5 s i t t ing


l a >

Answers 4 's using

r 'm writ ing 5 's making

z 'm waiting 6 'm reading3

's studying 7 are planning

Answersr The new James Bond fitm looks exciting.z I bought a fashionable leather jacket yesterday.3 The weather is very hot today.4 You look awful in those otd jeans.

5 Our teacher is a friendty middte-aged woman.6 | gave my girlfr iend a beautifuI red scarf.

Answersr She usually wears a formal business suit.z Today she's wearing jeans and a T-shirt.3 She usualty talks to people in the office.4 Today she's talking to clients at the match.5 She usually has a sandwich for lunch in the office.6 Today she's having a big meal in a restaurant.

5 >

5uggested answersswim, surf, go for a watl<, sail, eat f ish

2 >

3 a >

Answerstovely, fantastic, wonderfut, amazing, great

b >

Suggested answersattractive, bright, colourfut, comfortable, delicious,exciting, fashionabte, friendty, tuxurious, perfect, popular,pretty, relaxing

4 > Ss 'own answers

5 >

8 Writing

1 >

bank

3

4 6a > Ss'own answers

b > Ss wri te the oostcard.

Possibte answers1 a coatz a h a t3 boots

4 a dress) d J u r L

6 a jacket

6 >

Possible answersPicture r: lt 's spring. lt 's sunny. The sun is shining. lt 's hot.Picture z: lt 's windy. lt 's cotd. lt 's raining.

Answersr Pottyz a lovely apartment near the beach3 fantastic

4 two chi tdren: Patr ick and Melanie

Answersr Are you reading a good book? Yes, I am.z Are you studying German? No, I 'm not s tudying

German. I 'm studying Engtish.3 ls she cooking d inner? No, she isn ' t cooking d inner .

5he's preparing tomorrow's lunch.4 ls he working at home today? Yes, he is.5 Are they ptaying tennis? No, they aren't playing

tennis. They're ptaying basketbal[.

Answersr Dear Potty, Love Laraz a paragraph z

b paragraph 3c paragraph 4d paragraph r

9.2

9.3

Overview

Lead-in

9.1

Communication

ReferenceReview andPractice

Writing bank

Revision: Cultural activities

Can do: Make compar isons betweenth ings and peopte

Grammar: Comparison of adjectives

Vocabulary: News sources

Speaking and Pronunciat ion: /a / incomparatives

How to. . . g ive your opin ion

Reading: ls the Internet today's newssource?

Listening: The best news source

Can do: Compare one thing withseveral others

Grammar: Superlative adjectives

Vocabutary: Films

Speaking and Pronunciat ion:Discussion: f i lms

Listening: A radio discussion aboutf i [ms

Reading: Movie madness

Can do: Tatk about personalpreferences

Gram mar: Iike /love thate /p refe r

Speaking and Pronunci atian Yes/nao uest ions

How to... talk about preferences

Reading: Ar t or vandat ism?

Listening: Modern art or traditionalart?

Make and respond to suggest ions

How to... make and respond tosuggestions

Write a short biographyHow to... use paragraphs

Lead-in

1a > Ss look at the jumbted let ters and reorder them tomatch the four o ic tures.

Answersr music Bz f i lmA

3 theatre C4 paint ing D

b > 5s wor l< in pai rs . They name one example of each ofthe art forms in the box, e.g. ballet - Swan Lake; cartoon -

The Simpsons, etc .

2a > Ss look at the p ic ture of the incomplete wordmap. The head word is THE ARTS. Explain there are fivesubheadings. Ss use the words f rom ex. r to complete theword map. Tet t Ss they can put words in more than onecategory i f they wish. Ss compare answers wi th a par tner .Do not g ive feedback unt i I a f ter ex. zb.

b > ' , ; r . r : r , p [3y recording z.zo. Ss l is ten and comparethei r word map to that of the two people on the recording.

Answers(This is the word map from the recording but there areseverat possible variations.)Painting: cartoon, modern artLiterature: horror, novets, poetry, comedyMusic: c lass ical music, opera, rock musicTheatre: opera, dance, ballet, comedy, ptaysFitm: horror, comedy

c > Ss th ink of more words to add to the word map, e.g.sculpture, modern dance, choir, etc.

3 > Ss work in groups and answer the quest ions.Encourage Ss to expla in why they l i l<e a par t icu lar noveIor f itm. (E.g. My favourite bookis War and Peace by LeoTolstoy. I love long historical novels, lt is about life, etc.)Ss wi [ [ only be able to express very basic opin ions aboutthe var ious works of ar t .

CEFR Can do oblectives

9.r Make comparisons between things and people9.2 Compare one thing with several others9.3 Talk about personal preferencesCommunication Make and respond to suggestionsWrit ing bank Write a short biography

CEFR Portfolio ideasa) Choose your favourite f i lm star and write hislher biography.b) lmagine yoursetf in your dream job. Write your imaginary

biography.c ) Who 'sWho? isa d i rec to ryo f famous peop le .The peop le in

Who's Who?write their own short biographies. Write yourbiography in zoo words or less.

d) Audio or Video recording. With a partner, ptan the questionshei she wil t ask you in an interview about your l i fe for localradio or TV. Record the interview.

] EXTEND THE LEAD- IN

i 5s imagine they are going to v is i t a famous capi tat c i tyr for the weel<end, e.g. New York, Par is , Bei j ing, etc . Wr i te

the following things to do on the board: go shopping,visit an art gallery, visit a museum, go to an expensiverestaurant, go to local bars and clubs, go to the theatre,

, travel oround the city on foot/by bus, etc., visit famous, historicol buiLdings, go to the zoo.Ss rank the activit ies

in order of preference. They do th is ind iv iduat ty f i rs t andthen they d iscuss the var ious act iv i t ies and comparen r c f c r p n r c q i n c m a l l q r r. . _ . . o , J U p S .

9.1 Making news

In th is lesson, Ss read and l is ten to d i f ferent opin ionsabout t rends and preferences in re lat ion to news sourcestoday. Ss express thei r own opin ions about th is ano arange of other topics.

OPTIONAL WARMER

Bring a newspaper to c lass i f you can. Et ic i t f rom Ss thedi f ferent sect ions of the newspaper and wr i te them on the iboard, e.g. TV pages, international news, national news, :sports section, classifieds, etc. Ss work in pairs. They tett leach other ( r ) which par ts of the newspaper they woutd

i::: ::::::::'l -11 ::i" l':r:::l: lilli'oReading1 > Ss d iscuss the two quest ions wi th a par tner . Infeedback, e l ic i t the b ig news stor ies at the moment.Discuss the d i f ferent ways of f ind ing out about the newswi th Ss. Et ic i t d i f ferent news sources ( radio, TV, newspaper.the Internet , e tc . ) .

2a > Ss lool< at the t is t o f news sources in the f i rs t coIum-of the table. They match the words to the photos in the text .They checl< answers in pai rs , then as a whole c lass.

Answersr the radioz the Internet

3 mobi le phone

4 newspapers5 r n e r v

b > Ss read the text quickty to f ind out which newssources the three people l ike. Point out that somet imestwo preferences are ment ioned. Ss checl< answers in pai rs ,then as a whote class. Asl<: Do you agree with Fuad/Katie/Maonus?

AnswersFuad: newspapers and the radioKatle: the Internet and TVMagnus: mobi te phone

c ) Direct Ss to the tabte. Teach detailed (a tot ofinformation) and convenienf (it is easv to find informationin th is way) .

> Write realistic, visual and old-fashioned on the boardand ask Ss to t ry to guess what these words mean as theyread. Ss read the text again and complete the tabte. Ss cal lout the answers dur ing feedbacl<.

AnswersNewspapers: (detaited), easy, cheapThe radio: convenient, easy, cheapThe TV: excitingThe lnternet: fast. detaitedMobile phone: fast, convenient

Vocabulary I news sources3a > Ss complete the phrases wi th verbs f rom the box.Check answers.

b > Ss d iscuss the quest ions wi th a par tner . Et ic i tSs ' opin ions dur ing feedback.

Gramm&f I comparison of adjectives

4 > Direct Ss to the table in ex. za. Ask: Which newssources are fastT (the Internet, mobile phones) Ask: Arenewspapers /osf? (No.) Say and wr i te on the board Ihelnternet is faster than nevtsoopers.

) S s l s e t h e t - c e ' l - e :4 . . . ^ - . - - 1 . - - ' . -| ) - J : . - . : - - . , : r l

3 a ' s ,

Active gram mare a s i e 'm o r e r e a l i s t i cmore exc i t ingbetter

) Ss read through the four ru les in the second par t of theAct ive grammar box. They f ind examptes of each ru le f romthe l is t . Ss check answers in pai rs .

Answersu easier3 more real is t ic , more exci t ing4 better, worse

> Expla in that only two-sy l lab le adject ives which endin -y tal<e -er. (easier/funnier than). Other two-sytlableadjectives take more ... than (e.g. more modern thon, morepolite thon).


Pronunciation | /a/ in comparatives

5a > l , , , i i ' , . Focus on the sentence st ress of comoarat ivesentences, especia l ly the weak voweI sound. Wr i te Ihelnlelnet is fastglthon newspopers on the board. Underlinethe la l sounds. Say the sentence for Ss.

> Play recordingz.zr . Ss l is ten to the phrases andunde r l i ne t he l a l sounds . Ss check answers i n pa i r s , t henas a whote c lass. Ss pract ise saying the phrases.

, " a ' : )- -

a '

Answersr readz watch3 read4 g o5 listen to6 use

Answersz faster than3 colder than+ heat th ier than

b > Ss wr i te the sentences and pract ise saying them wi tha par tner . Moni tor c losely, correct ing any pronunciat ionerrors vou hear.

Answersr lceland is cotder than Egypt.z Maths is easier than Engt ish.3 Fruit is healthier than chocolate.4 A Ferrari is faster than a Fiat.


6 > Ss comptete the sentences by us ing the correctcomparat ive form of an adiect ive and another newssource. The sentences they make should express thei r ownopin ions. Ss compare sentences in pai rs . El ic i t one or twosentences for each news source dur ing feedback.

OPTIONAL VARIATION

Et ic i t the names of ten people and th ings f rom Ss.Ss cat l out the f i rs t ones that come into thei r heads,e.g. Cotin Farrel[, eggs, footbatt, apptes, etc. The lessobvious connect ion between the nouns the bet ter . Sswork in smal t teams of three or four . They make as manyse r tences as t hey can compar ing two o f t he nouns on theroa rc . Thev canno t compare the same two th ings w i theac 'o t l ' e r t 'w i ce and they canno t use the same ad jec t i vetwice. Moni tor c tosely, correct ing any errors you hear. Att he end , t he t eam w l th t he mos t sen tences w ins .

\*^^-"-*r*,.*

Listening and speaking7a > '. i ' '*:.:::: pi1s6[ Ss to the three buttet points at thetop ofthe reading text on page 90. feach percent and(presidentia[) election which come up in the Iisteningtext. Ss read the bultet points again. Ask: Do these figuressurprise youT Why,ltit/hy notT

> Tel l Ss that they are going to l is ten to Petra and Nickdiscussing these facts and f igures. Expla in that Petra isfemale and Nick is male. Give Ss a few minutes to read theopin ions before p lay ing the recording.

> Play recording z.zz, Ss l is ten and match the opin ion tothe person.

Answersr Pz N

3 N+ P

b > Ask' Do Petra and Nick have exactly the someopin ion? (No.) Di rect Ss to the audioscr ipt on page 156.Ptay recordingz.zz again. Ss read and l is ten and thencomplete the expressions in the How to. . . box. Ss checkanswers in pai rs , then as a whole ctass. Help wi th theintonat ion pat terns for these sentences. Ss pract ise sayingthe expressions.

Answersr th inkz th ink3 believe4 don't

5 find5 m y

8 > Ss look at the four topics: enter ta inment , music,spor ts and books. Di rect them to the adject ives in the boxbut expla in that they can use any adlect ives they l i l<e totatk about the topics. Draw thei r at tent ion to the suggestealanguage in the sample d ia logue.

> Ss work in pai rs . They d iscuss the topics us ing theheadings g iven for each one. Et ic i t Ss ' preferences in':1":: ::' :: :::::':::::llll ll' l"

OPTIONAL EXTENSION

Write on the board: Ihe Washington Post is more seriousfhan Hetto! magazine. Ask: Do you agree/disagree? Elicitother serious type newspapers or magazines (e.g. IheGuardian, The New York Times, Time Magazine, etc.).Et ic i t o ther tabto id- type magazines and newspapers (e.g.The Daily Mirror, USA Today, etc.). Include examptes fromSs'own countr ies. Ss work in smal l groups and comparethe two types of print media. Put the headings fypesof stories, the truth, photos, style of writing, personaldeta i ls on the board to guide the d iscussion. Expla in thatthere are no r ight or wrong sentences or opin lons for th isact iv i ty . Do not worry about Ss making mlstakes as theytry to express thei r opin ions dur ing th is act iv i ty .

9.2 Movie magic

The Sundance Fi tm Fest iva l is the largest f i lm fest ivatin the Uni ted States and is hetd in Utah in lanuarv eachyear. The Fest iva l chai rman is the actor Robert Redford,who took the name f rom one of h is most famous i i lms,the ry69 western Butch Cassidy and the Sundance Kid,regutar ly rated as one of the most popular Amer icanf i tms of at t t ime. The 5undance Fi tm Fest ivat showcasesindependent lv made f i lms.

In th is lesson, Ss I is ten to a f i [m cr i t ic g iv ing her opin ionabout var ious f i lms f rom the last ten years and read someinterest ing facts about f i [ms. Ss d iscuss d i f ferent f i lms andf i tm genres.

OPTIONAL WARMER

Teach ingredienfs (the different things you need to makea par t icutar rec ipe or d ish) . Et ic i t the ingredients ofpizza or some other well-known dish. Write horror f i lm,a love story, a science fiction film on the board. Ss worrin pai rs and l is t the typ ical ingredients of these types off i tms (e.g. horror f i tm: b lood, an ev i l person or monster ,a beaut i fu I g i r l a tone, etc . ) . Wr i te the suggest ions on theboard dur ing feedbacl<.

Vocabul&r/ lfirms1a > Ss look at the four photos of di f ferent f i tms. Et ic i tthe names of the four f i lms. Ss match the f i lm genre to thef i tm. They checl< answers in pairs, then as a whole class.

AnswersA (War of the Worlds, rg53version) a science fiction fitmB (Pink Ponther z) a comedyC (The Fugitive) a thrillerD (Dracula) a horror film

b > tn pa i r s , Ss t h inko fone f i [m fo reach o f t he gen res i nthe box.

G > Ss use the adlect ives to descr ibe the d i f ferent f i lmgenres. Teach scary (makes you afraid), romantic (aboutlove) and violent (a tot of f ighting and l<il l ing in the fitm).A great deaI of over lap is possibte here. Focus on thepronunciat ion of these words.

2 > Ss discuss the types of f i tm they l ike and dist ike andexptain why.

Listening3a > . l , r r , , Ss look at f i tm t i t les in the box. Et ic i t whichgenre these f i lms might fa t l in to. Ss may not have seenthe f i lms but may l<now about them. Go through the t is tof opin ions f i rs t to ensure Ss understand the vocabulary.Teach foreign fi lm (in Holtywood, this means not inEngl ish) , a f resh musicat (new, modern, d i f ferent) . Avoidany over t focus on the super lat ives yet .

) P lay recording 2.23. Ss l is ten and match the f i lm to theopin ion of Mar ie la. Ss check answers in pai rs . then as awhole c lass.

b > e t a y t h e r e c o r d i n g a g a i n . 5 s L s t e " a - : : 1 . - e : : : - :m is takes . Ss check answers ' , i ' i t h a pa , ' l . e ' . t " r e r as a , , , - 0 re

L t d > ) .

C > Ss match the words f rom the l is tenine text to themeanings.

4 > E t i c i t Ss 'op in ions abou t t he f i tms wh ich Mar ie latalked about. Ask: Do you agree with MarielaT

Gramm&f I superlative adjectives

5a > Ss look at the example sentence and then match i tto the correct meaning. 5s check answers in pai rs , then asa who te c l ass .

::,:

t;*

AnswersAn lnconvenient Truth 3Casino Royale zChicago 7Little Miss Sunshine 6No Country for OId Men 5Slumdog Millionaire tThe Lives of Others +

Answersr the Lord ofthe Rrngs series (not the Harry Potter

serieslz Slumdog Millionaire (not Casino Royale)3 a documentary (not a thritter)4 a bad guy (not a good man)5 doesn't usually l ike musicats (not loves musicals)

Answers1 e2 a

3 dq b

5 c

Possible answers l

sad: a love story, a documentary ]exciting: an action/adventure fi lm, a horror f itm, a thritter,a science fiction fitmviolent: horror, thri l ler, action/adventure, documentaryclever: science fiction, comedy and thri lterfunny: comedy, a cartoon, but other genres alsoscary: horror, thrit ler, science fictionromantic: love story, a musicaIhappy: comedy, love story, musical, cartooninteresting: documentary, any of the fi[ms

b > Ss use the super lat ive adject ives f rom ex.3a tocomplete the Act ive grammar box.

Active grammar

most exc i t ingfreshestf un n iestbestmost v io lent

> Direct Ss to the ru les at the bot tom of the Act ivegrammar box. Ask Ssr What about two-syllable adjectives?When they end in -y , we drop the -y and add - iesf , e .g.

funny - funniesf. For other two-syllable ad jectives, weuse fhe most, e.g. famous - the most famous, polite - themost ool i te . Emphasise the use of the def in i te ar t ic lein super lat ives ( 'Stumdog Mi l l ionai re is best f i lm' isi nco r rec t ) , Focus on the t yp i ca l sen tence s t ress used i nsuper lat ive sentences: l t 's the most exc i t ing f i lm, l t 's the

freshest musical.


6a > Ss wr i te super lat ive sentences us ing the prompts.They checl< answers in pai rs , then as a whole ctass.

b > Ss make changes to t he sen tences so tha t t heyexpress thei r t rue opin ions. Ss compare sentences wi th apar tner . El ic i t one or two sentences for each supertat ivedur ing feedbacl<.

. OPT IONAL EXTENSION

, 5s d iscuss the fot lowing quest ions wi th a par tner : lVhafmakes you decide to go to a particular film? What isyour fovourite time of day/doy of the week to go to thecinemo? Who do you like to go with? Do you usually buypopcorn, ice cream, etc., when you go to the cinema?

Reading and speaking7 > Ss [ook at the t is t o f supertat ives in the tabte. Et ic i tsuggest ions for the answers but do not g ive any feedbackyet.

) Ss work in groups of three, A, B and C. Each student isg iven a text to read which conta ins three of the answers tothe tabte. Student A reads the text on page r3r , Student Breads the text on page 132 and Student C reads the text onpage 93.

) Di rect Ss to the suggested language in the samptedia logue. They as l< and answer quest ions in order tocomplete the table. Ss shoutd g ive any extra in format ionthey have found about each f i lm.

Answers[ongest film: The Cure for lnsomniomost expensive film: Pirates of the Caribbeon: At World' sEndearliest fitm with sound: The Jazz Singermost successful cartoon: Shrek zrichest f i[m star: ,ulia Roberts (female) and Tom Cruise(mate)youngest Oscar winner: Tatum O'Neatmost romantic love story: Casablancascariest horror f i lm: Psychoworst v i l ta in in a f i lm: Hannibal Lecter

8 > 5s d i scuss the ques t i ons i n pa i r s . CompareSs'suggest ions for par t z in feedbacl<.

OPTIONAL EXTENSION' Conduct an Acodemy Awards of all f ime in class., Et ic i t nominat ions for d i f ferent categor ies. L imi t theI nominat ions to about four or f ive names. Suggested, categories are: Besf Film ever, Best Actor, Best Actress.i lYou can e l ic i t suggest ions f rom Ss for other categor ies. )' Wr i te the nominat ions for each category on the board and

asl< Ss to vote. Cottect the votes and ask two Ss to countthe votes for each category and to announce the winner(..g. The nominations for Best Film ever were ... And the

, winner is ...).

Answersr the funniestz the scar iest3 the best4 t he mos t handsome- r f , - - ^ . + t r ^ ^ , , + i t , , l) L i l g i l r u > L u c o u L i l u r

6 the most romant ic

9.3 Popular culture

Banksy is the pseudonym of an Engt ish graf f i t i ar t is : ,thought to be f rom Br is tot . He works hard to preserve h isanonymity and h is real ident i ty remains unKncwn eventhough he has been exhib i t ing st reet ar t and gr . r ! f ; t i s incethe la te r98os. His ar t is character ised by a d is t inct rvestyte of s tenci t t ing and of ten focuses on pol i t icat andeth ical themes. Peopte t ravet ted f rom at l over the wortdto see the f i rs t gat tery exhib i t ion of h is works, at Br is toIArt Gattery in zoo9. His first f itm, Exif Through the GiftShop, premiered at the Sundance Fi tm Fest iva l in zoto.Even though Banksy h imsel f features in the f i lm, h is faceis never seen and h is voice is d is tor ted so that h is ident i tvremains unknown.

In th is lesson, Ss read about the ar t is t known as Banksyand t is ten to a shor t conversat ion about ar t . Ss d iscussthei r preferences in retat ion to ar t and cul turaI act iv i t ies.

OPTIONAL WARMER

, Et ic i t the name of some famous ar t is ts and sculptors andr some of thei r works. Wr i te the suggest ions on the board., Ss work in pairs. Ask: What is your favourite work of art?

: t o l t : r t t in pai rs .

Reading1 > Ss look at the p ic tures and d iscuss the quest ions.E t i c i t t he i r op in ions on the p i c tu res as ' a r t ' .

2a > Scanning: Expta in to Ss that they wi t t read the texttwice, the f i rs t t ime very quickty and the second t ime muchmore s lowly. Di rect them to the heading and te l t themthey have one minute to match the ar t descr ibed in thetext to one of the p ic tures. Expla in that they do not needto understand the text fu t ty at th is point . Stop the act iv i tyaf ter one minute.

AnswerPicture A

b > Ss read the text more s lowly, focusing on ev idencefor the five statements. feach scary (makes you afraid).Ss read the text and decide whether the statements aret rue or fa lse. Ss check answers in pai rs . then as a whoteclass.

Answers1 Fz T

3 Ft + I

5 F

c > Ss f ind the words in the text and read them in context .They match the words to the def in i t ions g iven. Ss checkanswers i n pa i r s , t hen as a who le c l ass .

Answerst h

2 d

t f4 e5 a6 c

3 > Direct Ss to the t i t le of thetext and the ohotos onpage 94. Conduct a whole-ctass d iscussion based on thethree quest ions. Et ic i t Ss 'v iews and opin ions in re lat ion towhat const i tu tes 'ar t 'and 'popular cut ture ' .

r OPTIONALVARIATION

; Et ic i t the k ind of p laces you would usuat ty f ind graf f i t i, (wal ts , the underground, etc . ) and the k ind of people who; do i t . Ss wor l< in groups of three or four . They d iscuss

the foltowing: ls graffiti art? WhylWhy not? (E.g. No, irmakes the streets look dirtylYes, it is street art. Groffitiartists ore very skilful, etc.) Do not worry about Ss mal<ingmista l<es dur ing th is d iscussion but encourage them toexpress thei r v iews as best they can.

Listening4a > ,r : : ' , Ask Ss: Would you like to go to see theBanksy exhib i t ion? Play recording 2.24. Ss l is ten andident i fy the two photos matching what they ment ion in theconversat ion.

b > e tay t he reco rd ing a second t ime . Ss t i s ten and wr i t ethe name o f t he speake r bes ide the ac t i v i t y t hey t i ke .Ss check answers i n pa i r s , t hen as a who te c l ass

Answersr Sz S

3 Jt n

, q , l

Pronunciation I yes/no questions

5a > . ; , , Ss focus on the two quest ions f rom thereco rd ing i n ex .4 . P tay reco rd ing z . z5 .Ss l i s t en and no tewhe the r t he vo i ce goes up o r down a t t he end i n eachsentence. Ss checl< answers in pai rs . then as a whote c lass.

b > Ss lool< at the s ix sentences. Establ ish thatso-e are quest ions and some are answers. Play recording2 .25 . Ss L i s ten and no te whe the r t he vo i ce goes up o r downa : : - . e . c . 5s chec l< answers i n pa i r s . t hen as a who te c l ass .

The voice goes up at the end in both quest ions

AnswersThe voice goes up in the questions (r, 3, 5, 6) and down inthe answers (2,4).

> Play the recording again and Ss repeat the sentences.Ask: Whot kind of questions are these? {yes/no questions,not quest ion-word quest ions)

C > Ss make sentences us ing the prompts and pract isesay ing them in pa i r s .

> D i rec t Ss to t he P ronunc ia t i on bank on page r48 .

Gramm dt I lixetlove/hate/prefer

6 > Write the word prefer on the board. Say the word butdo not expla in what i t means or how to use i t yet . Ss lookat ex.4b and focus on ( r ) how prefer is used and (z) whati t means. They choose the correct opt ion to complete theAct ive grammar box. Expta in that they can t ick more thanone answer in no. r . Ss check answers in pai rs , then as awhole ctass.

Active grammar

- d . t

g o i n g t o , L i s t e n i n g

2 ato

> Wri te I prefer t radi t ionaI paint ings to modern ones;| l ike going to exhib i t ions and I hate watching tatentprogrammes on TV on the board. Focus on the undert inedwords.


7a, > Ss work in pai rs . They take turns to ask each otherabout what they t ike doing, us ing the prompts g iven. Et ic i tone or two quest ions and answers in feedback.

b > Ss work in pai rs . They take turns to as l< each otherabout thei r preferences us ing the prompts. Et ic i t one ortwo quest ions and answers dur ing feedbacl<.

G > Ss look at the audioscr ipt on page 156 and completelhe How fo. . . box. Ss check answers in pai rs . then as awhole c lass.

Answersr [ ike/tovez hate

3 prefer

4 prefer

5 more

Answersr ls it cheap?z ls it new?

3 Does she smoke?4 Do they work?

Speaking8a > Ss work in pai rs . Try to ensure they are work ing indi f ferent pai rs f rom ex. 7. They d iscuss the three quest ions.Encourage them to use both prefer . . , fo . . . and I ike. . . morethan . . . in thei r answers.

b > Ss stand up and move around the room. They tatkto other Ss in the c lass and ask and answer about thei rpreferences based on the four quest ions in thei r bool<s.Ss must g ive a reason for thei r preferences.

) Conduct a c lass survey for feedback. Put the fourheadings on the board, leaving a space to add thenumber beside each activity. Ask: How many of you prefermuseums? How many of you prefer concerts? and so on.Wri te the number beside the act iv i tv .

OPTIONAL EXTENSION

Ss wr i te a shor t repor t based on the resut ts of the surveyin ex. 8b, e.g. ln our class, X students prefer going toconcerts to going to museums, elc.

9 Communication

In th is lesson, Ss arrange a group out ing for the nextevening.

OPTIONALWARMER

Write up a tist of things to do in your free Iime: shopping,the cinema, a restouront, the pub, a nightclub, theswimming pool, a sports event, o concert. Ss categorisethe act iv i t ies in to th ings you usuat ly do dur ing the dayand th ings you usuat ty do in the evening. Some th ings,e.g. the c inema, can be both. Ask 5s about thei r preferredt imes for these act iv i t ies.

1a > Ss make a t is t o f th ings they usual ty do onSaturdays wi th a par tner .

b > : , 1 , ; r - $5 [so; . a t the t is t o f act iv i t ies. Expla in thatcolumn r re lates to ex. rb and column z re lates to ex. rc .Play recording 2.27. Ss l is ten and t ick the th ings thefr iends ta lk about under column r . Ss check answers inpai rs . Do not g ive c lass feedback unt i I a f ter ex. : .c .

Answersgo to a football matchgo to the cinemasee a bandhave d innerThey decide to see a band.

C > Ss order the act iv i t ies under column z. Check answersas a whole c lass.

Answersgo to the cinema rhave dinner zgo to a footbatt match 3see a band 4

2 > Ptay the recording again. Ss read the audioscr ipt onpage 152 as they l is ten and complete the How fo. . . box.Ss check answers in pai rs . then as a whole c lass.

> Ask: What happens to the verb after How about... andWhat about... ? (-ing form) What happens to the verb afterWhy don't we... and Let's... ? (infinit ive without fo)

> Expla in that the quest ion forms used to makesuggest ions are not real ty quest ions. We do not respondto Why don't we go to the cinemo?with Becouse..., butinstead we use one of the responses inthe How fo. . . box.

3a > Ss focus on the t ist of places. Ss match four placesto the oictures.

b > Ss take turns to make and respond to suggest ionsbased on the prompts in ex.3a. Encourage Ss to usedi f ferent language for suggest ions each t ime,

4a > Ss work atone. They rank the t is t according to whichactivity they prefer.

b > Ensure Ss are work ing wi th a new par tner , not thesame one as in ex. 3b. Di rect Ss to the example g iven.Ss compare l is ts in pai rs and d iscuss thei r preferences.

5 > Ss work in smat l groups of four or f ive. They organisean evening out together , which a l l members of the groupwi t t enjoy. They f i rs t agree on an act iv i ty and then choose alocat ion in the area. F inat ty , they agree on a t ime and ptaceto meet .

] OPT IONAL EXTENSION

5s wr i t e an ema i l t o a f r i end w i th i n fo rma t l on a toJ i i he: a r rangemen t f o r t omor row even ing and ask ing h im i he rr tO COme.

Answersa 1 Cinderellab + The Waterfront Restaurantg 2 Roxy's Nightctubh 3 Amuse

Answersr to the c inemaz going out

3 don't (we) go

4 great idea

5 good6 th ink

7 don' t8 meet

W

2 >


1 >

9 Writing bank

1 a >

Answersr when he was fourz his family travelled a lot; he acted in a TV series from

the age of six3 s inger , wai ter , sa lesman, many other jobs, inctuding

work in the theatre4 U Confidentiol5 near Sydney, Australia

b >

Answerssimi tara paragraph zb paragraph 3c paragraph rd paragraph 4

I Ans*erst - ,She olso appeared in music videos when she was a

teenogershould be in paragraph z.Other famous films include'A Mighty Heart' and'Changeling' shoutd be in paragraph 3.lolie also has adopted children from different countriesshould be in paragraph 4.Her parents were octors should be in paragraph r.

4a > Ss 'own answers

b > Ss put thei r notes in to the four groups:

- early l i fe

- f i rs t act ing/spor ts /music, other jobs

- famous f i lms/songs, achievements

- personal l i fe

) 5s wr i te thei r b iography.

Answersr tatler2 more handsome

3 fitter

Answers2 worse, the worst

3 more beautiful,the most beautifut

4 busier , the busiest5 drier, the driest5 fitter, the fittest

6 >

Answers1 Comeoyz horror f itm

3 science fiction

fatterhappierdarkershor ter

bettet the bestmore informal,the most informa[nois ier , the nois iestmore private,the mcst private

action fi[m[ove storymusical

4557

7I

910

3 >

Cl

b

Answersz Ki l imanjaro is the h ighest mounta in in Afr ica.

3 The Great Watt of China is the biggest structure in ther! ' ,O f lO.

- Ec ,a ' c G ' i eg i s rhe mos t f amous Norweg ianc0 t ' i 305e r ' .

5 Tle Bugat t i Veyron is the most expensive car .6 The Hermi tage is the largest museum in the wor ld.7 Denmark 's is the o ldest nat ional f lag.8 Psvcho is the scariest f itm.

I Answers

i t ... prefer watching tetevision1 z ... love reading adventure bookst j ,.. more than science fiction ones

4 . . . hate l iv ing in the country

5 . . . I prefer dr iv ing my car; 6 I t ike ptaying the guitar more than listening

i 7 Dar io prefers swimming . . .

I a . . . t ikes cooking Indian food

1 Answers 5 a horror f i lmi r ap lay 6 anove l

I z apa in t i ng 7 aba t te t

i I c tass ical music 8 rock music

| 4 an opera

Overview

Lead-in

10.1

10.3

Communication

Reference

Review andPractice

Writing bank

Revision: Means of transportCan do: Book a train ticketGrammar: -ing form as nounVocabulary: TransportSpeaking and Pronunciation: How to...book a train ticketRoleplay: booking a ticketListening and Reading: Commutersaround the worldListening: Booking a train ticketCan do: Describe personalexperiencesGrammar: Present Perfect with been:l/we/you/theySpeaking and Pronunciationt lrlHave you ...Listening and Reading: An adventureCan do: Talk about other people'sexperiencesGrammar: Present Perfect: he /she /itVocabulary: ActivitiesSpeaking and Pronunciation: Longand short vowelsPersonal experiencesListening: A TV chat showGive and follow simpte directionsHow to... ask for and give directions

Lead-in

OPTIONAL WARMER

Write air travel, roil trovel, road travel, sea travel on Ihe, board. Et ic i t the d i f ferent modes of t ransport associated

wi th each (e.g. a i rp lane, hel icopter ; t ra in, underground,I tram; car, bicycle, wall<ing; boat, ferry, etc.) Ss worl<, in pai rs . They tet t thei r par tner about ( r ) thei r journeyI to c lass and (z) thei r journey to v is i t the i r parents/

grandparents/ retat ives. Wr i te the fo l towin g q uest ionson the board to guide thei r d iscussion: Which mode oftransport do you take? How long does it take? How oftendo you take

1 > Ss focus on vocabutary. They match the words r -5to thei r meanings a-e. Expla in that park is a verb in th isexe rc i se . Ss check answers i n pa i r s , t hen as a who le c tass .

Answers: b

2 > S s l o o k a t i h e i o u ' : : ;r h ^ . - ^ + i ^ ^ - ; ^ ^ - i . .L r r t L o P L r u i l J i l P o ) ,

2 e

j Answersi 1 B 3 A

q D

*

Write a description of an eventHow to... join sentences (4): first,later, in the end

CEFR Can do obiectivesro.r Book a train t icketro .z Descr ibe persona l exper iencesro .3 Ta lk about o ther peop le 's exper iencesCommunication Give and fol low simpte direct ionsWrit ing bank Write a descript ion of an event

CEFR Portfolio ideasa) When did you get angry most recently? Write a story

exptaining why you were angry and saying what you did.b) A famous adventurer is speal<ing on the TV/Radio and invites

l i s teners to phone in . Phone the programme and as l< yourquestions or mal<e your comment. Write the dialogue. Recordthe dialogue with your partner.

c) Write an imaginary short story about an event. Your shortstory should inctude:i , a mob i le te lephoneii . a piece of foodi i i , a baseball gloveiv. a woman with brown eyesShare your story with the ctass. Choose the best story.

> Ask: Which commuter has the most pleasant journey, doyou th ink? Ss g ive thei r opin ions.

3 > Ss f ind the forms of t ransport in the photos. Ss checl<answers in pai rs . then as a whote ctass.

> Say the words and Ss note the word st ress in each word.Focus on the l,t l sound in suburbs and rush hour.

4 > Ss look at the three headings in the table. They putthe words in the box in to the correct co lumns. Some wordscan go i n to more than one co tumn .

5 > Ss te l l t he i r pa r tne rs abou t t he i r j ou rney to wo r l< /college. Asl<: How mony of you travel to work by car/train,etc.7 in feed back

AnswersA bicycte C bus, car, motorbikeB ptane D underground t ra in

Air: ft ight, journey, passenger, ptane, t icl<etRail: journey, passenger, platform, station, t icket, trainRoad: car, drive, garage, journey, park, passenger, traffic

10.1 Cycle city

New Yorl< is well known for its yetlow taxis and Londonfor its blacl< ones, often called taxicabs. NowadaysLondon cabs are of ten covered in adver t is ing and can beof different cotours. You don't bargain with taxi driversabout the fare, especia l ly once the journey has beencompleted, but i t is customary to t ip them. London tax idrivers have to pass a test known as 'the Knowtedge'in order to demonstrate that they are fami t iar wi th thedi f ferent areas of the c i ty . A 'For h i re ' t ight is v is ibte whena tax i is avai lable for customers and you can hai l thesecabs f rom the st reet by waving or ra is ing your arm. In atax i rank where customers and tax is queue in t ine, i t isimportant to wai t your turn.

- : t i s I esson . Ss read abou t and l i s t en to commute rs:esc r ' f , i ng t he i r j ou rney to wo rk . They a l so I i s ten toso reone book ing a t r a i n t i c ke t t o Pa r i s . Ss comparedi f ferent modes of t ransport in groups and pract isebook ing a t r a i n t i c ke t i n pa i r s .

OPTIONAL WARMER

\Nrite public tronsport on the board. Eticit different typesof pubt ic t ransport - bus, tax i , t ram, etc. Ask Ss: Do mostpeople use public transport in your countryT WhylWhynot? Ss wor l< in pai rs and l is t three reasons why peoptechoose to use publ ic t ransport and three reasons why:hev don't. (E.g. Public transport is cheaper; lt is betterfo, the environment; lt can be very slow, etc.)

Vocabulary ltransport1a > Ss match the mode of t ransport to the ptaces inpai rs . They then f ind the mode of t ransport in the photos.

> El ic i t whether Ss have been to these c i t ies and usedthese modes of t ransport .

b > Ss create word maps using the three headings g iven.Ss can use thei r d ic t ionar ies for th is exerc ise.

Possible answersAir : p tane, hot-a i r bal loon, . . .Water: ferry, boat, gondola, ...Land: car , b icyc le, bus, . . .Ss can choose their own answers.

Reading and listening2 > Ss focus on photos A and D d iscuss the quest ions.Use the photos to teach rush hour and crowded whichcome up in the text .

3a > Expta in to Ss that they wi l l read the text twice, thef i rs t t ime very quick ly and the second t ime much moreslowly. Tet t them they have one minute to match the text totwo of the photos as quick ly as possib le. Expla in that theydo not need to understand the text fu l ty at th is point . Stopthe act iv i tv af ter one minute and Ss ca[ [ out the answers.

b > Ss read the texts more s lowly, th is t ime focusingon the table. Review convenient (easy to use or do) andteach f la t (no h i t ts or mounta ins) . Ss read through the textand comolete the f i rs t hat f o f the table. 5s check answersin pai rs . Do not g ive whole-c lass feedback unt i l Ss havecompleted the table af ter the l is tening exerc ise.

AnswersFatima: D; 56o Pauto; underground/Metro; crowded,often can't f ind a seatJan; B; Amsterdam; cycling; very cheap

4 > I i. r i i r:.1 Teach Miami (the pronunciation of thisAmerican city might be diff icutt for Ss) and rollerblading(using specia l shoes wi th wheels) . Ptay recording 2.28.Ss [ is ten and complete the second hat f o f the tabte (Jut iaand Bi t ty) . Ss check answers in pai rs .

) Draw the table on the board. e l ic i t and wr i te in theanswers to ex. 3b and 4.

Answerslulia: sma[[ photo at bottom of page; Miami; costsnothing, healthy, enjoyabte; dangerous on busy roads,t i r ingBitty: C; London; bus; easier than the car, not expensive;sometimes slow, waiting for the bus is boring

Speaking5 > Ss wor l< in smal l groups of three or four . They use thequest ions to ta lk about d i f ferent modes of t ransport anddecide which one is the best way of commut ing to wor l ( .

OPT IONAL EXTENSION

Ss imagine that the government is t ry ing to encourageoeople not to take thei r cars to work because of thetraf f ic probIems. ] t woutd t ike people to use the bus andmetro or to cvc ie and rot lerb lade to work instead. Ss workin smal l g ' r . ' lcs of :hree or four . They th ink of d i f ferentways to € i i l ; ' cB€ commute rs t o use these me thods o fge t t i r g : c , ' , 0 ' ( cv mak ing the fou r modes o f t r anspo r tsafe ' . 'as: : ' . -o 'e comfor tabte, etc . Encourage Ss to beimag ' -a : , s - - r s i 1 i deas . Do no t wo r r y abou t Ss ma l< ingmis :a . . es : - - - g : h i s ac t i v i t y .

D (underground in Sdo Paulo) and B (cycting inAmsterdam)

Answersz f2 p

4 a5 c6 b

Grammar | -ing form as noun6 > Et ic i t the four forms of t ransport f rom the reading andlisten i n g texts, Ihe b us /T h e m etro / R o IIe rb la d i n g /Cy c li n g,and wr i te them on the board in a ver t ica l t ine. Ask: lz lhafkind of words are these, nouns, verbs, adjectivesZ (nouns)Use the four words as subiect nouns in sentences basedon Ss'opinions in ex. 5, e.g. The bus is the cheapest way toget to work. The metro is the most comfortable woy to getto work. Rollerblading is the most enjoyable way to get towork. Cycling is the quickest way to get to work.

> Ss look at the examples in the Act ive grammar box.They then f ind and undert ine two examples in the text .Ss choose the correct word to complete the sentences.

Active grammar

t > Parl<in g

) We can use the - ing form of the verb as a noun. We don' tuse the ar t ic les (a/an or fhe) wi th th is type of noun. fhecycling is the quickest woy to get to work is incorrect. The- ing form as a noun is uncountabte and takes a s ingularverb after it. (Cycling are dangerous is incorrect.)

> When pronouncing these nouns, the - ing is a lwaysu nstressed.

) Di rect Ss to the Reference sect ion on page 1oZ.

7 > Ss choose the correct word to comolete thesentences. Ss check answers in pai rs . then as a wholectass.

Answers7 C

z f

3 a

> Ask Ss to ident i fy the word st ress in each word/phrase,Point out that the st ress fa l ls on the second syt table inboth dirsg!and return; destipstion and economy are bothfour-sy l lab le words but the word st ress is d i f ferent in each.

C > Teach to book ( to as l< someone to keep somethingfor you, e.g. a table in a restaurant , t ickets to the theatre) .Ss read the audioscr ipt on page ry7. PIay the recordingas they read. Ss read and complete the How to. . . box.Ss checl< answers in pai rs , then as a whote c lass.

Answersr t ickets2 want3 t ime, ) i - ^ - L

4 U i l E L r

5 much6 t ike

) S S O r a C t i s e c a v , - s - ^ " S ? - : t - i = : .

) R e v i e v l t h e u s e a f , ' , , o u r c ' , ' . , r ; r ' € : c i : . : . ' a ' : - -f i r k c t s . I t i k p f o u , ' i r r o - < s - c o - - e c : - . - s : - - : a ' . .

9 > S s w o r k i n p a i r s . T h e y c o m p l e t e t h e d i a l o g u e b y u s i n gthe vocabu lary f rom ex . 8b and 8c . Check answers as aw h o l e c t a s s .

Answersr t icketsz l i l<e3 return. - l ^ - -

4 L l < r 5 5

5 How6 di rect

> Ss pract ise the d ia logue in pai rs .

1O > Ss conduc t t he ro lep lay i n pa i r s . S tuden t A worksin a t raveI agency and Student B is a customer. Student Alool<s at the in format ion on page r3r and Student B lool<sat the in format ion on page 1o1. Give Ss t ime to read theinformat ion and f ind out what they have to do. Ss wor l< inpai rs . Student B f inds out about the d i f ferent opt ions f romStudent A and decides which t ra in to take.

> I n f eedback , es tab t i sh wh i ch was the mos t popu la r t r a i nand why.

OPTIONAL EXTENSION

Asl< Ss to use the Internet to f ind the cheapest fare f romDubl in to London (Gatwick) return next weekend. Tet lthem they want to f ty to London on Fr iday af ternoon (af tert p .m.) and return to Dubl in on Sunday evening (beforero p.m.) . www.ryanair .com and www.ai r l ingus.com aretwo websi tes to check out .

4 g) u

6 d

Answersr Park ing

z B icyc les

3 i s45

TaxisI S

Listening

OPTIONAL LEAD- IN TO THE L ISTENING

Ieach standard (cheapest seats) and first class (moreexpensive seats) on a train. Asl<: Which woy do youtravel? Ss work in pairs. They use comparative ad jectivesto compare the two types of t icl<et.Write food, service,seots, facil i t ies, leg room on the board to prompt pointsof compar ison.

$ '9, ) . " r : : : r . , ' $5 [6eI at the quest ions. Ptay recording

2.29. Ss l is ten and answer the quest ions. They checkanswers in pai rs , then as a whole ctass.

b > Ss lool< at the vocabulary f rom the l is tening text andmatch the words to t he i r mean ines . Check answers as awhole c lass.

Answersr Parisz Friday, June 5th

4

fzSo for four return ticketsfzo

tA.2 E>rperiences

In th is lesson, Ss read par t of a TV guide and I is ten to an

extract f rom one of the programmes. This is an in terv iewwith four f r iends who are about to go on an adventurehot iday to Austrat ia . Ss ask and answer about act iv i t iesthev have done/not done before.

OPTIONALWARMER

Ss wor l< in pai rs . They decide which is ( r ) the mostexci t ing spor t , (2) the most d isgust ing food, ( f ) the most

interest ing country to v is i t and (4) the most beaut i fu to lace in the wortd.

Reading and listening1a > Ss scan through the text to match the TVprogrammes wi th the photos. Ss check answers in pai rs .

t hen as a who le c tass .

b > Et ic l t Ss 'v iews on the d i f ferent act iv i t ies. Ensure Ss

knoiv what o Iong'haul f l ight means. Eticit which of the

th ree p rog rammes Ss wou td I i l <e t o wa tch .

OPTIONAL EXTENSION

Write negative results, experience of a lifetime, afraid ofheights on the board. Ss read the TV guide again and t ry

i to guess what these words mean in the text .I negotive results: bad consequencesI experience of o l ifetime: something good that witt onty

I happen once or twice in Your l i fe', ofroid of heights: when you find it scary to be high up

2a > " , , , , , ' ' , P laV recording 2.3o. Expla in that i t is par t of

one of the TV programmes. Ss l is ten and decide which one.

They check answers in pai rs , then as a whole ctass.

AnswerThe Hot iday Show

b > Asl<: What words describes how the friends are

feeling about the trip to Australia7 (Excited, nervous, etc')

Why? ( l t is new for them. l t is the f i rs t t ime for them.)

Ss read the sentence and answer the quest ion.

AnswerYes

> Exptain that I haven't been ... before means that this is

h is f i rs t t ime.

C > Ss look at the tabte. Ptay the recording again.Ss l is ten and t ic l< the act iv i t ies which each student hasdone before. They checl< answers in pai rs , then as a wholeL t d 5 5 .

AnswersMoira: [ong-haut ft ightDerek: hil<ingTodd: horse-ridingAticia: visit America

Gfamm&f I Present Perfect with been:

I/you/we/they

3a > Ss focus on the four sentences f rom the recording.Ask: Who said each sentenceT (a Derek; b the interviewer;c Derel<; d Todd)

) Ss tool< at the three quest ions about the sentencesand answer them in pai rs . Wr i te the answers on the board

dur ing feedback and under l ine the Present Per fect in eachone .

Answers1 d, two years ago

2 a , o , c

3 Present Perfect

b > Ss turn to the audioscr ipt on page r57. Ptay therecording again. Ss read as they l is ten and then comptetethe Act ive grammar box, s tar t ing wi th the char t . Ss checkanswers in pai rs .

Active grammar

I Affirmative: beenI Negative: haven't beeni Quest ion: you been

Short answers: haven' t

) Ss choose the correct words to comptete the ru les in thebox. Ss checl< answers in pai rs .

) Focus on the f i rs t example sentence, We've been toAmerica. Ask: Did they go to America in the past? (Yes.)

ln this sentence do we know when they went to America?(No.) Can they go to Americo againT (Yes.) Exptain thatwe use the Present Per fect to ta lk about act ions thathappened at some point in the past . We don' t speci fyexactly when. He hos been to America lastyear is incorrectbecause last year te i is us exact ty when he went to Amer ica

) S t ress t ha t i t ooesn ' t ma t te r how [ong ago the ac t i onhappened ( i t i s - o i necessa r i t y t he recen t pas t ) , bu t t he remus t be the poss ib i i i t y o f do ing i t aga in .

AnswersThe Countryside Today: C and DThe Hotiday Show: BExtreme Sports Challenge: A

1 any t ime up to now2 past participle

) Focus on the weal< pronunciat ion of the contracted form.Expla in that we don' t use the past par t ic ip te in the shor tanswer form (Xes, I have/No, I hoven't, notYes, I havebeen/No, I hoven't been).

) Di rect Ss to the Reference sect ion on page 1oZ.

OPTIONAL EXTENSION

Wri te the fo l lowing t ime expressions on the board: twoyeors ogo, in my life, when I was t6, yesterday, ever,before. Ss worl< in pairs and categorise the expressionsinto ( r ) ones we use wi th the Past Simple and (z) ones weuse with the Present Perfect. Asl<: Whv?Answers:(r) Past Simple: two years ago, when I was 16, yesterday(z) Present Perfect: in my [ife, ever, beforeThe t ime expressions in ( r ) te t t us an exact t ime in thepast . The t ime expressions in (z) do not speci fy a t ime inthe past but encompass a l I past t ime up to now.

4a > Ss complete the quest ions and answers us ing thePresent Per fect . Ss checl< answers in pai rs . then as a wnoreclass.

Answersr been, have2 Have, haven't3 Have, went

b > Ss f ind and correct the mista l<es wi th a par tner . Checl<answers.

Answersr I haven't been bungee jumping before.z They haven't been to Scottand.3 Have you been to a classical concert?4 We haven't been on an adventure hotiday before.5 | haven't been to Braz,..6 Have they been hiking before?

Pronunciation lu5a > ' ' : r ,: Write lndia and Greece on the board. Say thewords and write the phonetic symbol lr l under lndia andthe symbol / i : / under Greece. Say the two sounds.

> Ss [ook at the two sentences. Ptay recording 2.3r .Ss l is ten and ident i fy the sound of the undert ined words.Ss checl< answers in pai rs , then as a whole c lass.

Answerli: I

b > ,l ' , :. ,,.;, g5 [se11 at the four sentences. First they predlctwhere the four l r l sounds wi l l be in each sentence wi th apar tner . Ptay recording 2,32. Ss l is ten and ident i fy wherethe fou r / r / sounds ac tua t l y a re . Check i n pa i r s , t nen as awhole ctass.

Answersr Have you been to the cinema in Engtand?z I 've been to a d isco wi th h im.3 Have they been to d inner in F intand?4 We haven't been to Paris in spring.

> Direct Ss to the Pronunciat ion banl< on page r48.

6 > Ss look at the photos in ex. r again and wr i tequest ions. Then they ta l (e turns to pract ise asking andanswer ing the quest ions wi th a par tner . Moni tor c tosety,correct ing any errors you hear.

Have you been h i k i ng?Have yor . r been l 'orce- ' iC ng:Yes . t ha r ,e . \ o . na !e - ' : .

Speaking7 > D i v ide the c lass i n to As , Bs and Cs . As took a t pager3r , Bs look at page 134 and Cs look at page ro3. Eachgroup has a d i f ferent I is t o f act iv i t ies. Give Ss t ime tocheck the mean ing o f t he ac t i v i t i es on the i r t i s t w i t h o the rmembers of thei r group.

) When they are ready, Ss mingle, ask ing the other Ss i ft hey have been to t he p laces on the i r l i s t . l f t he answer i sf fo , they move on to the next s tudent but i f the answer isYes, they must as l< the fo l tow-on quest ion Did vou l ike i t?S top the ac t i v i t y when each s tuden t has spoken to abou tf ive others in the ctass.

Have you been bungee jumping?Have you been on a long-haut f t ight?

1O.3 Adventurers!

Two of the most famous Br i t ish adventurers are Victor ianexplorers Dr David Livingstone QB:3-r84) and HenryMorton Stantey Q84t-t9o4). Livingstone, a Scottishmiss ionarv. was based in Afr ica but had not been heardof for some t ime. In 1869, Stantey was commissioned tomount an expedi t ion to f ind h im. Two years la ter , Stanteyeventuat ty found L iv ingstone in U j i f i , in present-dayTanzania, where he is sa id to have greeted the miss ionarywi th the famous l ine 'Dr L iv ingstone, I presume?' .

In th is lesson, Ss l is ten to par t of a TV chat show aboutmodern-day adventurers and l is ten to people ta l l< ing aboutunusua I expe r i ences . Ss as l< and answer abou t unusua lexpe r i ences they and the i r f r i ends i f am i l y have had .

OPTIONAL WARMER

Put the fo l lowing headings on the board: Sai l so loaround the world, Travel to the South Pole on foot, ClimbMt Everest without oxygen, Run ocross the Saharo Desert.Ss work in pai rs . They th in l< of reasons why peoplechoose to do these kind of activit ies. Ask: Would vou liketo do any ofthese things?in feedback.

Vocabulary I activities1a > 5s match the ohotos to act iv i t ies in the box.

b > Ss match the verbs to the ohrases. Ss check answersin pai rs . then as a whole c lass.

C > Ss descr ibe thei r exoer iences to others in the c lass.

Listening2 | , , , , , r . , , r Expta in to Ss that you wi t l p tay the recordingseveral t imes and that i t wi t t hetp to understand i f theyfocus on d i f ferent ouest ions each t ime. Ss [ook at ex. z .Play recording 2.33. Ss l is ten and decide what they th inkan adventurer is .

3a > Ss look at the I is t o f act iv i t ies. Play the recordingagain. Ss I is ten and note the th ings Ben Fogle has notoone .

b > etay the recording again. Ss I isten and complete thechart .

AnswersAt lant ic : zoo5,5o days, z ,5ookmSahara: 2oo4,7 days, zookmMonaco: t993,9 daysKi l imanjaro: zoo6

Gfamm&f I Present Perfect: he/she/it

4 > Ss look at the extracts from the interview and matchthe quest ions to the answers.

Answers1 q

2 a

3 c4 b

5 > Write He' s climbed Kilimanjaro and He' s taken a tripon the board. Ask: Whot verb forms are these? (PresentPerfect) Which verb is regularT (he' s climbed - -ed ending)Which is irregular? (he' s taken - no -ed ending)

> Ss focus on verb forms in i ta l ics in ex. 4. Di rect Ss to thechart in the Act ive grammar box. Ss add those verb formsto the char t . 5s then comptete the sentences in the box.Ss check answers in pai rs , then as a whole ctass.

I Active grammar

I Regutar verbs: rowed, cyc led, watked, sa i ledl r regutar verbs: done, won, run, heardr has, havez Regular

t ,-rir ' . i ir ir"ri "",0,

are regutar but many .r;;;;;;used verbs (eat, sleep, drink, etc.) are irregular. Someir regular past par t ic ip tes (e.g. bought , s lept) are the sameas the i r regular Past Simpte forms but others (e.g. drunk,seen) are d i f ferent . Encourage Ss to note down Past Simpteand pas t pa r t i c i p te f o rms o f i r r egu la r ve rbs as t hey l ea rnthem.

> Po in t ou t t ha t t he pas t pa r t i c i p l e (e .g . been ) neve rchanges. The auxil ar,, ' , 'erb (fo have) canbe have (l/we/you/they) or hos te s"e it,,

> D i rec t Ss to : - e l : ' e ' ence sec t i on on page ro7 and tot h e l r r e g u L a r . ? ' r s s : 3 r D a g e 1 4 9 .

Answers

i ftying a small aircraft

I ftying in a hot-air batloonwatking to the South Pole

Answers1 C

z c

r b4 a5 o

Suggested answersomeone who chooses to do unusual , exc i t ing act iv i t iesin exotic locations

6 > Ss wri te the correct form of the verbs in brackets tocomplete the text. 5s check answers in pairs. then as awhole class.

Answersz has c l imbed3 has teft4 has tived5 has crossed6 has sailed7 has written

7a > Ss use the prompts to make sentences using thePresent Perfect.

Answersr Lucinda has not left school.z Kathy has won a competit ion.3 Sanjeev has visited an African country.4 Piotr has not stayed in a five-star hote[.

b > Ss use the verbs in ex.7a to ask and answerquest ions about themselves. Draw Ss,attent ion to thesample dialogue before theV start .

] OPTIONAL EXTENSIONi

Ss stand up to form a c i rc te. Cat t out the base form ofverbs, both regular and i r regutar , to Ss in turn. Thestudent immediate ly responds wi th the past par t ic ip teform of the verb (e.g. T: make;St : made).This shoutd bedone in a quick and snappy way. When a student doesn' tknow the past par t ic ip te form, he or she s l ts down anothe next s tudent answers. The tast s tudent le f t s tandineis the Past Par t ic ip te Champion!

Pronunciation I tong and short vowels8a > .; r r,r Write ship and sheep on the board. Say thetwo words and asl< Ss Which sound is longer? (the /i:/ insheep) Write the shorL l l sound under ship and the long/ i : / sound under sheep and expla in that l : l in the symbolte l ls us that the sound is a long sound. Ss focus on the twot is ts . Play recording z34.Ss l is ten and repeat the words.

b > : , i ' , 1 ' , 5 t [ool< at the s ix pai rs of words. They decidewhich word has a long vowel sound and which a shor tvowel sound. Play recordin g 2.35. Ss l is ten and undert inethe word they hear f rom each pai r . Ss check answers inpai rs , then as a whole ctass.

Listening and speaking9a > ' ' ; , ; : , . i , . , SS lool<at the t is t o f exper ienceS ano guessthe miss ing words. Ss compare wi th a par tner . ptayrecording z36.Ss l is ten and complete the phrases wi th apast par t ic ip te and other in format ion.

Answersz stayed, star3 flown, balloon4 eaten5 played, sport

b > Direct Ss to the sampte d iatogue. Give Ss a fewminutes to th ink of quest ions to ask thei r par tner , us ingthe verbs in the box to help them. Ss wor l< in pai rs . Theyta l (e turns to ask and answer quest ions about thei rexper iences.

OPTIONAL VARIATION

Ss wor l< in pai rs . They th in l< of s ix quest ions aboutunusual exper iences to ask other Ss. Ss reform intogroups of f ive. Each student f rom the or ig inaL pai rsshou ld j o i n a d i f f e ren t g roup . Ss ask and ans \ , . , e ,1 : ^e i rques t i ons i n g roups .

Answersr havez f i t3 short4 parK

S batd6 s leep

> Direct Ss to the Pronunciat ion bank on page 747.

1O Communication

In th is lesson, Ss foI tow di rect ions on a map and pract iseasl< ing for and g iv ing d i rect ions.

OPTIONALWARMER

El ic i t the names of ( r ) a good ptace to get a cof fee andr pastry, (z) the nearest ptace to buy a newspaper, (3) a

, ptace nearby to get money from a cash point, (4) a good

I ptace for a romant ic d inner , (5) a p lace that of fers good

, value for lunch and (5) a ptace nearby to check emai ts ., Do not e l ic i t d i rect ions at th is point , iust the names of the

praces.

1 > 5s match the d i rect ions wi th the d iagrams. Ss checl<answers i n oa i r s . t hen as a who le c l ass .

Answersr Bz F

3 C4 AF C) L

6 D

2a > Ss lool< at the p ic ture and in pai rs decide whetherthe statements are t rue or fa lse. TheV correct the fa lses ta tem e n t s .

Answersr Tz f3 F - The supermarket is on the r ight .

4 F - The bus stop is on the left.

5 T6 F - The c inema is at the end of the road.

b > Ss name other p laces and people in the p ic ture.

a shopper on the r ighttwo pedestr ians and a cyc l is t a t the end of the road, inf ront of the c inema

3 a > Tel t 5s they are going to hear Robin speal< ingto two d i f f e ren t peop le . P lay reco rd ing z37 .Ss l i s t en andanswer t he oues t i ons .

Answersr Robin has lost h is wat tet .z He wants to go to the pot ice stat ion.

3 No, because she doesn' t know th is par t of town.

b > Asl< Ss to look at the places on the map. Ask Where isthe ort golleryT (on Church Road) Where is there a caf6? (onMi l l St reet , for example, between the phone shop and thebar) Estabt ish where the I ibrary is on the map as th is is thestar t ing point for the d i rect ions. Play recording 237 again.Ss l is ten and fot low the d i rect ions on the map. They f indthe three ptaces on the map. Ss checl< answers in pai rs ,then as a whote c lass.

Answers1 post office Dz bookshop B

3 pot ice stat ion A

G > Play the recording again. Ss l is ten and comptete theHow to. . . box. They checl< thei r answers in the audioscr ipton page r58.

Answers1 l(nowz Turn

3 into

4 st ra ight

5 atong6 end

> Ss pract ise saying the d i rect ions. Hetp wi th thepronunciation of straight and right.

4 > Ss work in pai rs . Student A looks at the inst ruct ionson page t3z and Student B looks at page r34. Using themap, they ask for and g ive d i rect ions f rom and to theplaces l is ted. Moni tor carefu l ly , correct ing any errors younear.

OPTIONAL EXTENSION

Ss th in l< of two ptaces they of ten go to near the school ,e.g. somewhere for lunch, a t ra in s tat ion, etc . Ss wor l<in smal l groups of three or four . Each student g ivesdi rect ions to the p laces they have thought of wi thoutment ioning what the p lace is . The other Ss t ry to work outwhere and what the p lace is .

a man and a woman s i t t ing outs ide the caf6a bank and mobi te phone shop on the le f t

1O Review and practice

Answersr Payingz Swimming3 Go ing4 Dr iv ing

5 Taking5 Commut ing

I

i AnswersLiz: We went last winter.Sue: I haven't been to Switzertand.L iz : we went in JanuarySue: Have you been there in the summer?

Answers1 nave seenz has stayed

3 hasn't been

4 haven't won

5 have visited6 has driven

7 hasn't done8 have ctimbed

Answersr d i rect2 return

3 class

4 ptatform

5 rush hour6 passengers

2 a >

Answers

z F

3 It , F

l l

6 F

Answersl i fef r iendo p in io nsad ject ivesexclamationformsinteresting

3 a >

Answersa Tb Fc T

Answersr Firstz Later

3 s o4 and

5 In the end

4a > Ss note down key points about somethinginterest ing that happened to them recent ly .

b > Ss write a blog entry.

10 Writing bank

3 >

b >

4

b >

Answersr Karlz lt was full of peopte.

ten poundsto get his card from the cash machineHe was two hours late for work.

Answersr I haven't been on a tong-haut ft ight.z Have you been on an adventure hotiday?3 We've been to New York and Boston.

4 She's been horse-r id ing in Scot land.

5 Have they been bungee jumping in New Zealand?

7

46

runwrittenptayedmet

Answersr b

z d? e

4 a5 c

Overview

Lead-in

tl.t

Communication

Reference

Review andPractice

Writing bank

11.3

Revision: lnstructions; schoolsubjects

Can do: Understand signs and rulesGrammar: can/can't, have to/don'thave toSpeaking and Pronunciat ion: / f / andlvlReading: Traffic schoolListening: Driving in BritainListening: Life in America

Can do: Tatk about your educationGrammar: Review of nrfi- questionsVocabulary: Schools and subjectsNew technologySpeaking and Pronunciation:Intonation of wfi- questionsListening: Schools and educat ionalexperiencesReading: Teachers togetherCan do: Give and understandinstructionsGrammar: The imperativeVocabulary: EducationListening and reading: Lifetong[earningListening: A phone calI to enrol on acourSe

Check instructions and informationHow to... check informatlon and askfor repetition

Lead-in

1 > Ss ident i fy the four learn ing s i tuat ions. They d iscusswi th a par tner which courses they have done.

AnswersA group exercise ctassB classroom tearningC learning to driveD learning to play the piano

2a > Ss look at the e ight ru les and match them to thelearn ing s i tuat ion in the photos. Ss check answers in pai rs ,then as a whole ctass.

b > Ss th ink about thei r schooldays. Et ic i t the types ofru les which ex is ted in the schools the Ss went to, e.g. nosmol<ing, no eating in class, etc. Teach to obey the rules (todo what you are totd) and punishment (staying late afterschoot , etc . ) . Ss work in pai rs and d iscuss the quest ions.In feedback, e l ic i t some of the types of punishment . Ask:What was the worst punishment in school?

3a > Ss look at the words in the box and match three ofthe subiects to the def in i t ions.

Answers z biotogy:. history 3 physics

b > Ss check the meanings of the other subjects wi th apar tner or wi th a d ic t ionary. Expta in that sc ience usua[ [yencompasses b iotogy, chemist ry and physics. Ss tend tostudy sc ience unt i l the senior school cycte.

C > 5s add other school subjects to the t is t (e.g. ar t ,music, physicaI educat ion, etc . ) .

4 > ' ' ,:., ir : ,r: i Ss look at the vocabulary items again. Inpai rs they decide how many syt lables each word has. P[ayrecording 2.38. 5s l is ten to check the number of syt tabtesfor each word, twice i f necessary.

AnswersFour: biologyThree: chem istry, geography, [an guages, l i teratureTwo: history, physics, scienceOne: mathsBiotogy has the most syt labtes.

E X T E N D T H E L E A D . I N

Ss categor ise the l is t in to ( r ) sublects they t iked in schooIand ( z ) sub jec t s t hey d idn ' t I i ke i n schoo l .They couLd a iso th ink of d i f ferent types of n ight c lass(ba t te t . voga . l ea rn ing the p iano . . . ) and d i v i de them in toin te ' es1 -g e - ' oyab le c tasses and bo r i ng c lasses .

Write a message for an onlinemessage boardHow to... use pronouns (z)

CEFR Can do obiectivesu.r Understand signs and rutesfl .2 Talk about your educationu.3 Give and understand instruct ionsCommunication Checl< instruct ions and informationWrit ing bank Write a message for an onl ine message board

CEFR Portfolio ideasa) Video/Audio. With a partner, make a recording of the roleplay

on page u6.You would l ike to be abte to f ind some work for one monthin a foreign country. Write a question for a message board,explaining this and describing the work you can do.Video/Audio. With a partner role play a customs off icialinspecting the luggage carr ied by a tourist visi tor to yourcountry. Tel[ the tourist what helshe cannot bring in to thecountry [e.g. drugs, food, etc.]0n a message board, Tony asks which is the best seasonto visi t your country. He also wants to know about visarequirements. Tony is a Canadian cit izen. Write an answer toTony's question.

b)

c)

d)

3 A4 D5 B

6 C , D7 B6 L

Answersr Cz D

ffit f , t l i t

1 1.1 Rules of the road

In th is lesson, Ss read about dr iv ing in the US and whathappens to people who break the rutes of the road. Theyl is ten to a tour is t in format ion phone l ine about dr iv ingin Br i ta in and atso l is ten to Steve descr ib ing other ru lesin the US. Ss compare ru les and regutat ions in thei r owncou ntr ies.

OPTIONALWARMER

Write the foltowing on the board: speeding, porking infront of a cor entrance, drink-driving, driving withoutdocuments, careless driving, talking on the mobile pnonewhile driving. Ss work in groups of three or four. Theylook at the t is t o f dr iv ing-retated of fences and rank themr-6 in order of ser iousness.

b > Ss work in pairs. They match the verbs to themeanings.

Active grammar

7

2

?

4

> Write They have to do a course and They can do a courseon the board. Ask: What is the difference between thesetwo sentences? {Have to means there is obligation, theymust do i t ; can means i t is possib le to do i t i f they want ,but it is also possibte not to do it.). Exptain that can/can, tand have to/don't have to are often used to describe rules,what is compulsory and what is a l towed. We use have towhen there is an obl igat ion and don' t have to when thereis no obl igat ion to do something. We use con to say thatsomething is a l lowed and con' f when i t is not a l towed.Note: Focus on the d i f ference in meaning between con' fand don't have to.

> Teach the forms of have to: l/youiwe/they hove to buthe/she, l t has fo do something. Tf e auxi l iar r , , do ooes su s e d t o m a k e n e g a t i v e a n o q u e s t i o . f o r r s .

> D i r e c t S s t o t . e R e ' e ' e " c e s e c : l - . J - : a q : : : -

4 > S s l o o k a t t h e r o a c s r g - s , T e a c n a i e . ! a < € : : : a : sano the r ca r i n f r on t o f you ) . Ss w r i t e t he ru tes us ing ccncan' t and have to/don' t have to us ing the words andph rases i n t he box to he lp t hem. Ss check answers i n pa i r s ,then as a whole c lass.

5a > : , ; ' , r r Te[ [ Ss they are going to l is ten to acomputer-operated in format ion l ine. Ss look at the t is t o fopt ions. Play recording 2.39. Ss l is ten and ident i fy whichinformat ion is not ment ioned. Thev check answers in pai rs .then as a whole ctass.

Answers4and 6

b > ' l :u , ' . l . ,Ss look at the in format ion box on dr iv ing inBr i ta in. Play recording 2.4o. Ss l is ten and complete theinformat ion box. 5s check answers in pai rs . then as awhole ctass.

dbac

Reading1 > Direct Ss to the questions. feach speed Iimit, f ine(money you have to pay) and points on their l icence (asystem where dr ivers get points on thei r l icence when theVare caught breaking the ru les of the road; af ter a cer ta innumber of points they lose thei r l icence) . Ss d iscuss thequest ions wi th a par tner .

2a > Scanning: Expla in to Ss that they wi t l read the texttwice, the f i rs t t ime very quick ly and the second t ime muchmore s lowly. Di rect 5s to the quest ion and te l I them theyhave one minute to f ind which country the text is about .Expla in that they do not need to understand the text fu t tvat th is point . Af ter a minute, Ss cal l out the answer.

Answerthe USA

b > Ss read the text more s lowly and f ind the answers.Teach offenders (people who break the rules). Checkanswers.

C > Ss discuss the quest ions as a whole class.

GfammAJ" I catt/can't, have to/d.on't have to3a > Ss focus on the extracts from the text. Thev use thetext to f i1[ in the missing words.

Answerso can'to can, cano have to, don't have to

Answers I3 You can't go faster than rzo km per hour. l4 You can't overtake.5 You have to give way to traffic.6 You can park here.7 You have to turn left.8 You can get petrol here.9 You can't enter here.ro You can go. i

Answersr drive faster than the speed timit, park in the wrong

ptace, drive through a red l ightz pay a fine, get points on your driving l icence, not

allowed to drive3 in the c lassroom, onl ine4 a written examination

AnswersVisitors to Britain:. have toTo rent a car:. have to. have too have toWhen dr iv ing in Br i ta in:r don't have too can't

c > Ss f ind the words in the leaf tet .

Answersr documentsz regutations

3 vat id

6 > Ss wr i te four sentences about Sami, us ing con/can' tand have to/don't have to.

OPTIONAL EXTENSION

Write the boll, your opponent, your teom, the gool/net,use feet honds,head, etc . on the board. Ss wor l< in pai rsand take turns to descr ibe the ' ru les ' o f thei r favour i teteam sport, e.g. you can't touch the boll with your hands,you don't hove to exchange jerseys with your opponentafter the game, elc. Monitor closely, correcting any errorsyou near.

Pronunciation | ffl ana lvt7a > ' ' , , r , , ; , rSs read the sentence. Haveis under l inedtwice. Play recording 2.4t . Ss l is ten and decide i f thepronunciat ion of have changes.

b > , '4 , " ' .1 ; ' $5 [ool< at the pai rs of words. Wr i te tnephonet ic symbols l f I and /v / on the board. Ptay recording2.42. Ss l is ten and ident i fy which sound they hear.Ss check answers in pai rs , then as a whole c lass.

Answersr leafz few3 fan

4 V

C > ' ' r , ; , : . , , : , : Ss I is ten to the sentences in recording2.43and pract ise saying them in pai rs .

> Direct Ss to the Pronunciat ion banl< on page q7.

Listening and speaking

The age of major i ty , when you are deemed to be legat tyan adul t , is 18 years o ld in most Engt ish-speal< ingcountr ies. However, i t is zr in the state of Miss iss ippi inthe Uni ted States. You can get marr ied at 16 wi th parenta lapprovaI in most Engl ish-speaking countr ies (wi thoutparenta l consent in Scot tand) . The dr in l< ing age var iesbetween countr ies. In the UK, you are a l towed to dr inkalcohol wi th food in l icensed premises f rom the age ofr6 i f an adul t fami ly member orders for you. ln the U5,the tegal age to dr ink a lcohol is zr at though a few statesal low some except ions, such as dr ink ing wi th parents orin pr ivate c lubs.

8a > Teach military service (a compulsory year in thearmy). Expta in that Steve is Amer ican. Ss look at theprompts in ex. 8b wi th a par tner and guess what Steve wi l lsay about these th ings.

b ) ' , , , , , , , P tay reco rd ing z .44 .Ss t i s ten and no te down

what Steve says about the e ight topics. Ss then wr i tesentences about the US using have to/don' t hove to andcan/can' f . Ss check answers in pai rs , then as a wholeL t d 5 5 .

Answersr Americans don't have to have identity cards.z They can drive when they are 16.3 They can buy guns when they are zr.4 Amer icans can get marr ied when they are t8.5 They can have a banl< account when they are r8.6 Arnericans have to be zr to go into bars.7 They can't smoke in offices, shops or restaurants.8 Americans have to pay to see a doctor or go to a

hosnital.

9a > Ss wor l< in pai rs . They d iscuss the ru les andregutat ions in thei r country in re lat ion to the headingsgiven, e.g. How old do you have to be to get a passport?Do you need a credit card to rent a car? etc.

b > Ss reform into sma[[ groups of three or four . Theydiscuss the ru les in the US and ( r ) compare them toru les in thei r country and (z) g ive thei r opin ions aboutthe ru les. This act iv i ty can be usefu l ly done wi th groupsfrom the same country or groups f rom di f ferent countr ies,depend ing on you r c l ass con tex t .

OPT IONAL EXTENSION. Ss wr i te up an in format ion leaf tet for tour is ts s imi lar to

the one i n ex . 5b abou t t he i r coun t r y . They can use thehead ings i n ex .9a .

Possible answersz He doesn't have to get a Brit ish driving l icence.3 He can dr ive in Br i ta in wi thout a Br i t ish l icence.4 He can't turn right at red tights.

AnswerNo. The ending of hove sounds different in each case: lf land lvl.

Lt.z Experiences of learning b > Ss add words to the categor ies in pai rs .

In th is lesson, Ss l is ten to four people descr ib ing theschooI system in thei r countr ies and read a number ofposts on a message board for teachers. Ss ta l l< about thei rschootdays and g ive thei r v iews on the use of technologyin the ctassroom.

OPTIONAL WARMER

Ss wor l< in smal l groups. They d iscuss what they considerto be the f ive most important quat i t ies of ( r ) a goodteacher and (z) a good student . Encourage 5s to use hoyeto/don' t have to which they learnt in the previous lesson,e.g. I think o good teocher has to be potient. He/Shedoesn't hove to be young, etc.

Suggested answers1 nursery school , jun ior schoo[ , middle schoot ,

prep(aratory) schoot, academy, com prehensiveschool, grammar school, sixth-form cottege, etc.

z college of further education, cotlege of art, technicalcollege, etc.

3 biology, history, science, business, retigious studies,etc.

Gramm&f I review of wh- questions

4a > Direct 5s to the quest ions in ex. zc. Et ic i t thequest ion words used in each quest ion and wr i te them onthe board. Et ic i t the other quest ion words Ss l<now andwrite them on the board. Write: What kind of school didAndreas go to? and Did Andreas go to a secondary school?on the board. Asl<: What is different about the answersto these questions? {yes/no answers and informationanswers) How, a l though not technical ly a wh- quest ionword as i t beg ins w i t h t he l e t t e r h . i s gene ra l t y g roupedw i th and fo l l ows the sa r . re ru ies as o the r qL jes t i o -5 , . , , o ros ,

> 5 s m a t c h t h e v r o r d s t o r n a k e ; o c o - D i e i e c - e s : - - s .

Listening

Answersr Rossz Sarah

1 > Et ic i t Ss 'v iews on thei r schootdays, Encourage Ss togive reasons for thei r answers.

2a > " , : " , , , . , Tel l Ss they are going to hear four peoplediscussing thei r schooldays, Play recording 2.45. Ss l is tenand t ick the topics ment ioned.

b > Ss match the educat ion to the person in the photo,Ss check answers in pai rs , then as a whole c lass.

b > Ss lool< at the quest ion words and match the wordsand phrases in the box to the appropr iate quest ion word.Ss checl< answers in pai rs , then as a whote c lass.

II Answers

How long? - per iods of t imeWhich? - a choice between two (or more) thingsWhere? - p lacesWhose? * possessionWhat? - th ings and ideasWhy? - reasonWhen? - t imesHow much? - pr ices or costHow many? - numbers and quant i tyWho? - peopte

) Review the pronunciat ion of quest ion words, especia[ [ythe in i t ia I lh l and /w/ sounds.


Pronunciation I intonation ofwh- questions

5a > ' P tay reco rd ing z .46 .Ss l i s t en and dec idewhether the voice goes up or down at the end. Ss checl<answers in pai rs , then as a whote c lass.

IAnswer

I down

Answersr d

2 a 1 l

( a

34

AndreasHarumi

c > Ss [ool< at the quest ions. Play the recording a secondt ime. Ss l is ten and answer the quest ions.

VoCabulary I schools and subjects3a > Ss categor ise the words f rom recording 2.45 underthe headings g iven. Ss checl< answers in pai rs , then as awhole ctass.

Answersnumber ofyears at schoolfavourite subjectage of leaving schooI

Answers1 thirteen yearsz at sixteen - but f ifteen if your parents agree3 an academic school ca l led a gymnasium

4 email, message forums, interactive whiteboard

Answersr secondary school , e lementary school , h igh schoot ,

gymnasrumz teacher t ra in ing col lege3 Engt ish, [aw, pol i t ics, economics, maths

b > : , ; ' . ,u i P laV recording z.47.Ss l is ten to the in tonat ion.Remind Ss of the d i f ferent in tonat ion forYes/No quest ions(see Lesson 9.3) .

Answerup

C > Ptay recording 2.46. again. Ss l is ten and repeat theouest ions.

] OPTIONAL VARIATION

Ss wri te the quest ions as a dictat ion exercise beforepract is ing saying them.

6a > Ss look at the four answers and wr i te ouest ions forthem. More than one quest ion is of ten possib le. Ss checl<answers i n pa i r s , t hen as a who le c l ass .

b > Ss pract ise asking and answer ing the quest ions wi tha par tner . Moni tor c tosely and correct any mistakes youhear.


Speaking7 > Ss prepare f ive open-ended quest ions to ask otherstudents about thei r educat ion, e,g. When d id you star tschool? Where did you go to secondary school? etc.Ss work in smal l groups. They use thei r quest ions todiscuss thei r educat ionaI backgrounds.

Answersr Fz F

3 Ft + 1

C > Ss match the person to the statements wi th a par tner .

Answersr Bz R

3 A4 S5 5

Vocabulary I new technology9 > Ss complete the sentences wi th words f rom the box.Ss check answers in pai rs , then as a whote c lass.

Speaking1O > Ss d iscuss the quest ions in groups of three or four .El ic i t the i r v iews in re lat ion to us ing technology in thelanguage c lassroom dur ing feedback.

Reading

OPTIONAL LEAD- IN TO THE READING

Ss work in pai rs . They compare a modern educat ionsystem wi th that of thei r parents/grandparents ' t ime.Ask: Whot were the main differences between then andnow?Write subjects, discipline, technology on the boardto guide thei r d iscussion. In feedback, focus on the useof technology in the modern c lassroom. Try to f ind anopportunity to teach interactive whiteboard, messageboard and website during feedback.

8a > Ss read the posts to decide what thei r main topic is .

Answer

3

b > Ss look at the statements, then read the posts againto decide whether they are t rue or fa lse. 5s check answersin pai rs , then as a whole c lass

Possible answersr When did you start studying Engtish?

| 2 Where do you [ive?

I I Have you got pets/a dog?I tr Who is your best friend?

Answersr downloadz onl ine3 forum4 wiki5 LMS5 podcasts

11.3 Lifelong learning

Li fetong learn ing and adut t educat ion have becomeincreasingly popular phenomena in recent years. Manypeopte return to learn ing la ter in l i fe for var ious reasonsand most cot teges and univers i t ies have become muchmore f lex ib le and accessib le in thei r approach. Manyunivers i t ies have fo l lowed the Open Univers i ty 's lead andnow of fer d is tance [earn ins courses where students canstudy f rom home.

In th is lesson, Ss read a number of adver ts for educat ionalinst i tu t ions and [ is ten to people tatk ing about the coursesavai lable there. They atso l is ten to a phone conversat ionabout enro l t ing for one of the courses. Ss d iscuss d i f ferenttypes of learn ing contexts and pract ise g iv ing inst ruct ions.

Reading and listening

OPTIONALWARMER

Exptain distance learning (you don't attend cotlege butyou do a l I the wor l< at home and contact lecturers andother students ontine) and evening closses. Ss workin pai rs . They t is t three reasons why peopte choose tostudy this way, e.g. can't give up job, l ive far awoy fromthe university, have young children, etc. Elicit reasons infeedbacl< and wr i te them on the board.

1 > Et ic i t Ss ' responses to the two quest ions. Make sureSs have understood what l i fe long learn ing and d is tancelearn ing are.

2a > 5s look at the four adver ts for d i f ferent courses.Write retired, coreer prospects, gain on the board. Ss guesswhat these words mean as they read the adver ts (over

6ol6S and not work ing, your job in the future, get) .

Ss match the adver ts to the headings. They check answersin oai rs . then as a whole c lass.

Answersr Dz C

3 B4 A

b > ' , ; , : , ' r , r ls [ [ 5s they are going to l is ten to four peopte

describe the different courses. feach extras (when you

have to pay for ext ra th ings, e.g. books, photocopying,etc. ) . Expta in that you wi t t p tay the recording twice. Thef i rs t t ime Ss must l is ten to get the generaI idea andthe second t ime they must t is ten to get more deta i tedinformat ion.

) Play recording 2.48. Ss l is ten and put the adver ts in theorder the speal<ers tatk about them. Ss check answers inpai rs , then as a whole c lass.

3 > Ptay the recording again. 5s I is ten and complete thetabte. They checl< answers in pai rs , then as a whote c lass.

AnswersBexley Green College:fSoo for most poputar coursero hours a week for ten weekslanguages and businessOpen University:at home, a few classes during the year, often a summerschoolrz hours a weekart h is tory, maths, comput ing, nurs ing, . . .MicroMatters Ltd:the centrefgoo for a week's coursecomputer sk i I tsUniversity of the Third Age:hal ls or schools a l l over the countrvaround fzoayearweekday afternoons

Vocabulary leducation

4a > Ss choose f ive words f rom the box to match thede f i n i t i ons . Ss check answers i n pa i r s , t hen as a who lectass.

Answersr futl ' t imez lecturer

3 trainee

4 distance tearning

5 part-t ime

b > Ss categor ise the words in any way they wishSs compare categor ies wi th a par tner .

I possiute answerslearners, teachers, types of learning, peopte, etc.

c > Ss add words to the categor ies wi th a par tner . Youmight t ike to add the fot lowing categor ies in order torev iew vocabulary covered in prev ious lessons: p laces toleorn (school, university, etc.),verbsto learn (study, l isten,learn, etc.), equipment/technology for learning (CD ptayer,in teract ive whi teboard, chalk, etc . )

Speaking5 > Ss work in smal l groups. They d iscuss the fourquest ions in thei r group. Do not worry about Ss makingmistakes dur ing th is act iv i ty . Note down any obvious errorsyou hear to deal wi th la ter .

AnswersA 4B l

C rD z

OPTIONAL EXTENSION

Ss th ink of one successfu l and one unsuccessfu[ learn ingexper ience outs ide of schoo[ (e.g. learn ing to dr ive, topaint , computer s l< i l ls , yoga, etc . ) . In pai rs , Ss d iscussthe two learn ing exper iences and why they th ink one wassuccessful and one wasn't. (E.g. I learned to drive lastyeor. My teacher was very patient. I needed to learn formy job so I wos very interested in it, etc.)

Listening6a > ' ,,, ; ,rrr Ask: Do you prefer online application formsor poper,hard copy application forms? Why? Elicit Ss'v iews. Then, d i rect them to the quest ions. Expta in thatthey wi t t hear the recording twice: the f i rs t t ime, they mustanswer t he gene ra l ques t i ons ; t he second t ime , i n ex . 6b ,they mus t comp le te t he app t i ca t i on f o rm . P lay reco rd ing2 .49 . Ss l i s t en and answer t he ques t i ons . They checkanswers in pai rs . then as a whole c lass.

b > Ss [ool< at the in format ion needed for the appt icat ionform. Ptay the recording again. Ss l is ten and complete thefo rm.

AnswersName: Nadia KoparovaNat ionat i ty : RussianCourse choice: Advanced lmprovers ' Engt ish and Businessfor BeginnersCourse star t date: zznd JunePayment: Credit card

Gramm&r I trre imperative7a > Et ic i t the miss ing words f rom the phone cal t andwr i te the sentences on the board.

b > Ss match the columns and complete the ru le in theAct ive grammar box. Ss check answers in pai rs , then as awhole c lass.

Active grammar

r a posi t ive inst ruct ion2 a negat ive inst ruct ionWe don' t usually use the pronoun you before animperat ive verb.

> Explain that we don't say You enter the start date andYou don' t do thot when g iv ing inst ruct ions.

) Ask: Does the instruction change if we are talking tomore than one person? (No, the imperative form neverchanges; remind Ss that there is no 'pot i te ' form of the verbin Engt ish.)

> Expla in the d i f ference between You can' t tokephotographs (covered in Lesson rr.r) and Don't tokephotogrophs. (The meaning is more or less the same butthe st ructure is d i f ferent . )


8a > Ss match three of the s igns to the inst ruct ions. Theychecl ( answers in pai rs , then as a whole ctass.

b > Ss wri te instruct ions for the other three sisns.

5uggested answers4 Don't take photographs here.5 Use the l i t ter b ins.6 Don' t come in here.

9 > Ss work in pairs. They use the symbots and notes towri te instruct ions for a dr inl<s machine.

OPTIONAL EXTENSION

Ss th ink of s igns and not ices to put around theclassroom. (E.9. Practise your English every day; Don'tspeok in your own longuage; Guess the meaning oftheword; Use an English/English dictionary; Watch films inEnglish, etc.)

Answersa 3

L I

r Bexley Green Collegez Moscow, Russia3 can't manage to send the online application form4 Yes; the woman explains how to do it

Answersz Choose your dr ink.3 Pay the correct money/Put the correct coins in the

slot.4 Don't use notes.5 Press the button and take your drink.

Answersr Cl ick2 enter3 don' t

11 Communication

In th is lesson, Ss l is ten to someone asking for in format ionabout a course and pract ise asking for and g iv inginformat ion about courses.

i oprrorunlwARMER1 Et ic i t the types of ext racurr icu lar c tasses which peoptei can do and wr i te them on the board, e.g. cookery,i photography, a language, a spor t , h is tory and cul ture,I home improvement, yoga and retaxation, beauty, etc.I Ss rank the i tems on the I is t in order of preference andi then compare choices wi th a par tner .

,;; '; ;; ;;" ;;.;;;;;;;;

2a > l , . ; . , , , , , , ' PtdV recording 2.5o. Ss l isten and t ick thetopics mentioned in the conversation. Teach inoredients.

Answersstart datetimes of lessonsingredientslocation of coltegeprice

b > etay the recording again. Ss l is ten and make notesunder the f ive headings. Ss check answers in pai rs , then asa whole c lass.

Answersstart date: r3th Septembertimes of lessons: 7:oo to 9:3o on Wednesday eveningsprice: fzz5ingredients: students bring their own ingredientslocation of cottege: the annexe to the main buitding onYork Street

3a > 5s complete the sentences f rom the conversat ion inpai rs .

Answersr checkz Can3 repeat4 right5 ask5 Sorry, that

b > Ss check thei r answers in the audioscr ipt on page r59.

C > Expla in the d i f ference between checking in format ion( to make sure you understand) and asking for repet i t ion(you d idn ' t hear proper ly the f i rs t t ime). Ss look at thesentences in ex. 3a and decide whether they are usedto check in format ion or to ask for repet i t ion. They thencomplete the How fo. . . box. Help Ss wi th the typ icatin tonat ion pat terns for these expressions.

AnswersChecking information: t ,2, 4,5Asking for repetition: 3, 6

4 > Ss conduct two te lephone ro leplays asking forin format ion about courses. Ss do the f i rs t roteplay inpai rs and then swap ro les and move on to the secondroleplay. Student A lool<s at the in format ion on page 132and Student B looks at the in format ion on page r16. Tet lthem to read the in format ion for Roteplay r . Give them afew minutes to read the in format ion before star t ing theroteplay.

> When Ss have f in ished, they swap ro les and move on tothe second ro leplay. Ss read the in format ion for Roleptav zbefore star t ing the second ro leplay.

OPTIONAL EXTENSION

Et ic i t o ther reasons 5s have to make phone cat ls ask ingfor in format ion, e.g. t ra in t imes and schedutes, doctor 'sappointments, in format ion about museums. examresul ts , etc . Ss work in pai rs . They d iscuss ( r ) whetherthey prefer to tetephone, ask in person or check outin format ion onl ine. They speak about (z) t imes when theVhave had to mal<e these k ind of cat ts in Engl ish or anotherfore ign language and ( l ) whether they woutd make thesecat ts themsetves in Engt ish or ask someone e lse to do i tfor them.


Answersr You can't park here.z You don't have to be a hotel guest.

3 You can find a restaurant here.

4 You have to show your passport.

11 Writing bank

1 ) Ss'own answers

2 >

Answersr students and tutors from the Universitv of Greshamz Craig3 He wants to find out about the media studies course.4 No.

5 He asks Cotin not to make comments about tutors onthe message board.

Answerst tove@(the media studies course), watching@(films),@s interesting (the course), what can you do with

@(media studies), even good @ (tutors)the trouble with that (changing to media studies now)

4 a >

AnswerHe wants to know other people's opinions about whetherhe shoutd continue to learn Engtish at university or start anew language instead.

b > Ss'own answers

5 > Ss reply to Sel im on the message board.

3

z W h e n - c

3 H o w - g

4 W h a t - a

5 How tong - d6 W h o - h

7 W h y - b8 How much - f

Answers 5 has to1 can't 6 can'tz can't 7 can't

3 doesn't have to 8 doesn't have to

4 Can 9 Can

Answersz Be f r iendly to the other chi ldren.

3 Don' t eat and dr ink in the c lassroom.4 Don' t run in the school bui ld ings.

5 Don' t shout .6 Stand uo when the teacher comes in.

I Answersj t distance learning

| 2 rrarneeI I literature

i 4 primary school

I S Part-time course| 6 maths

6 >

Answersr coltege (isn't a subiect)z trainee (isn't a teacher)

3 high schoot (isn't for young children)

4 primary school (isn't education for older students)

5 petrot (isn't a punishment)6 driving l icence (isn't a motorist's action)

7 sport (isn't technology)8 driving test (isn't used online)

Overview

Lead-in

t2.t

Revision: Extr€me challengesCan do: Talk about intentionsGrammar: be going toVocabulary: GeographyFuture t imeSpeaking and Pronunciation:Sentence stress, 1a/Find someone who's going to . . .Reading: No more continents?Listening: Planning a tr ipCan do: Explain the reasons for youract ions/plansGrammar: Inf ini t ive of purposeRevision of be going toSpeaking and Pronunciation: R hymesListening: Everyone wants to befamousListening: FameCan do: Talk about likes, dislikes andambit ionsGrammar: like and wauld likePronunciation: lail and leilListening and Reading: CharityChampions

Ask about and discuss plansHow to... ask about and talk aboutplans and ambitions

12.3

Communication

ReferenceReview andPractice

Writing bank Write a thank you letterHow to... use punctuation {q}:apostrophes

I Cffn Can do obiectivesrz.r Talk about intentionsrz.z Explain the reasons for your act ions/plansrz.3 Talk about l ikes, dist ikes and ambit ionsCommunication Ask about and discuss plansWrit ing bank Write a thank you letter

CEFR Portfotio ideasa) Write an advert isement for a course for learning an extreme

sport in your country. Invent any detaits you need.b) Video. Make a short video for your teacher. Say thank you for

the lessons. Tel l your teacher the things which you l iked bestin the course.

c) Write a letter to your neighbour, Mrs Hanson. She is 95 yearsotd. She sent you a nice blue scarf for your birthday.

d) Look careful ly at the layout of an informa[ letter in English.Compare i t with the layout of letters in your language. What isthe same? What is dif ferent?

Lead-in

OPTIONAL WARMER

Write adventure holiday on the board. Eticit the activit iespeopte do on adventure hot idays in summer and winter(e.g. canoeing, sur f ing, horse-r id ing, rock ct imbing, etc . ;downhi t t sk i ing, snowboarding, tobogganing, etc . ) . 5s wor l<in pai rs . They tet t each other which type of act iv i ty hot idaythey would tike best: (r) a winter or summer adventurehotiday, (z) which adventure sport they would choose and(3) which country/area they woutd go to.

1 > Ss lool< at the four photos of var ious adventuresports . They choose one word or phrase f rom box A andfrom box B and wr i te a [abet to match each of the p ic tures.Ss checl< answers in pai rs , then as a whole ctass.

AnswersB sai l ing under a br idgeC cyct ing in a tunnelD t rekk ing in a canyon

2 > S s d i s c u s s t h e q u e s t i o n s i n s m a L { g r o u p s , E I i c i l : n e i rv iews in feedback. Review bungee jumping which comesup i n t he l i s t en ing .

3a > l ; r . , r , Tel l Ss that some of the photos are f romPaul and Mia 's hol iday last summer. Play recording 2.5r .Ss l is ten and ident i fy which photos are descr ibed.Ss check answers in pai rs , then as a whole c lass.

b > Ss [ook at the four quest ions. Ptay the recordingagain. Ss l is ten and answer the quest ions. Ss checkanswers in pai rs . then as a whole ctass.

Answersr white-water raftinge horse-r id ing3 horse-r id ing4 to go bungee jumping in New Zealand

4 > Ss work in pai rs . They as l< and answer the quest ionsabout the four act iv i t ies in the photos and thei r ambi t ionsfor the future.

OPTIONAL EXTENSION

r Ss wr i te a shor t adver t for an adventure hot iday inthei r country i region. Put the adver ts around the room.Ss c i rcutate reading the adver ts . Each student chooses ahot iday to go on.

12.L One world

lsambard Kingdom Brunel (18o6-1859) was a majorf igure in the h is tory of Br i t ish engineer ing, famousfor h is innovat ive, in f luent iaI ideas in the construct ionof br idges, tunnels and ra i tways. He is par t icu lar lyassociated wi th the construct ion of the f i rs t Br i t ishra i lway, the Great Western Rai tway. ln zooz, BruneI camesecond only to Winston Churchi l t in the major BBC ser iescalled Greot Britons, which sought to identify and rank bypubt ic pol l the roo greatest Br i tons of a l l t ime.

In th is lesson, Ss read about var ious engineer ing pro iectswhich seek to t in l< together d i f ferent p laces in the wor ldby tunnel or br idge. They l is ten to someone p lanning at r ip and ask and answer each other about thei r own futurei n ten t i ons .

OPTIONAL WARMER

Wrile tunnels and bridges on the board. Elicit any famoustunnels or br idges Ss know (e.g. the Mont Blanc tunnel ,the Golden Br idge in San Francisco, etc . ) . 5s d iscuss howthey feet crossing very h igh br idges and going throughvery long tunnels (scared, excited, etc.).

C > Ss d iscuss the quest ions in pai rs . Do not worry about5s making mistakes. Et ic i t the i r v iews in feedbacl<.

3a > Ss look at the words in the box and f ind them in thetext . They answer the quest ions. Ss check answers in pai rs ,then as a whole c lass.

Answers1 connect , io in, t inkz cont inent , is land, main land

b > Ss complete the quest ions wi th the words and wr i tethe answers.

Answersr connect (1994)z istand (a bridge)

4 continent (Asia)

G > Ss th in l< of three more quest ions to ask about thetext . Ss take turns to ask and answer the quest ions inpai rs . Inv i te f ive or s ix Ss to put thei r quest ions to thewhole c lass dur ing feedback.

Gramm&f I re going to

Reading and vocabulary1 > Ss l ook a t t he map o f t he wo r ld . They name thecont inents and ways of t ravel l ing between cont inents.

Answersr six: Africa, America, Antarctica, Asia, Austratia, Europez by sea, by air, by land

2a > txpta in to Ss that they wi t I read the text twice, thef i rs t t ime very quick ly and the second t ime much moreslowly. Di rect them to the quest ions in th is exerc ise andte l [ them they have one minute to f ind the answers. Expla inthey do not need to understand the text fu t ty at th is point .Stop the act iv i ty af ter a minute. Ss choose the r ight opt ion.

Answer2

b > Ss read the text more s lowly and match the p lacesr-5 wi th the p laces a- f . Ss check answers wi th a par tnerand match the pai rs to the p ic tures A-F on the map. Checkanswers as a whole c lass.


Ss look at the answers to ex. zb and the map again. Asl<them to categorise the prolects into (r) f inished projectsand (z) future projects. Ss can checl< answers in the text.( f in ished pro jects: Channel Tunnet , Oresund Br idge andTunne[ ; fu ture prof ects: Sic i ty / l ta t ian maintand, SundaStra i t Br idge, Europe/Afr ica, Alaskai Siber ia) .

4 > Ss look at the sentences and t ick the correctexptanat ion. Ss checl< answers in pai rs , then as a wholec lass.

Answerr intentions

5 > Ss complete the Act ive grammar box in thei r books.

Active grammar

Affirmative: are, isNegat ive : i s no t

Quest ions : Are , l s

> Wri te They + ore * ea, ing to + bui ld . . . on the board.Expla in that the go 'g lc f r t r r re is formed wi th fo be(Present Sim:.e - gc .g io + in f in i t ive of the verb.

> H e t p S s , , ' . i : - : - . : : - : ' a c t e d f o r m s .

> Wri te l ' 6 . " ? , : , s : Spain next yearand l ' m going tovisit Spc,. ' . ' '- ,.: ' . As<: What is the difference? (l 'd l iketo v i s i : 5 : : - = : : : s ' e . some th ing tha t wou ld be n i ce t od o i r ' : - : ' , . - - = , ' , = - s e t h e g o i n g t o f u t u r e t o d e s c r i b ein re - : ' : - : . - : : ' - - . abou t t he f u tu re : / 'm go ing l o v i s i tSpc ' i . - - : : ! : s - , l n ten t i on , a de f i n i t e p lan . )

) l r ' = : . S , . - . - : Re fe rence sec t i on on page 122 .

Answersz a -D on map

3 c - E o n m a p

4 f - F o n m a p

5 b - A o n m a p6 e - C o n m a p

6 > Ss work in pairs. They use the prompts to wri tesentences using going fo. Checl< answers.

Answersr Britain isn't going to build any more airports.z Are the Amer icans going to bui ld a tunnel?3 They are goingto open a new bridge in zo3o.4 I 'm going to start a new course in September.5 My parents are going to retire next year.5 We're not going to have a holiday next summer.

Vocabulary I future time9a > Ss l is ten to the conversat ion f rom ex. 7 again andt ick the t ime expressions thev hear.

Answersnext week, later this year, the week after next, last year

Listening7a > i ' ; : , , r : Tel l Ss that Jut ie is in Engtand and is goingto Belg ium. Et ic i t ways of get t ing to Belg ium f rom England(e.g. f ty , take a ferry , dr ive or take a t ra in through theChannelTunnet) . Ss took at the quest ions. p lay recording2.52. Ss l is ten and answer the quest ions.

Answersr the star t o f the summer2 by car and train, through the Channet Tunnel

Answersr last yearz today3 tomorrow4 the day after tomorrow5 by Saturday6 next week7 the weel< after next8 tater this year9 next year10 next Summer11 in two years ' t imerz three years f rom now

C > S s w o r k i n p a i r s . T h e v : a ( e i t i r : - , . s : c e S . , : : t -o t h e r a b o u t t h e i r f u t u r e i n t e n r o n s u s i n g r r e : i r eexpressions f rom ex. 9a,

Speaking1O > Ss work in groups of four . Nominate each studentas A, B, C or D. As look at page 13o, Bs at page t3z, Csat page r33 and Ds at page rzr . Ss as l< the others inthei r group about thei r fu ture in tent ions unt i l they f indsomeone who corresponds to the in format ion in thei r br ie f .Encou rage them to use t ime exp ress ions i n t he i r ques t ronsand answers, e.g. Are you going to get married in rne nexttwo years? Are you going to move house soon? elc.> ln feedbacl<, ask: How many of you are going to visitanother country? How many of you are going ti get a petsoon? etc.

b > Ss took at the t ime expressions and put them inchronologicaI order . Ss check answers in pai rs , then as awhole c lass.

OPTIONAL EXTENSION

Ss wor l< in groups of three or four . They imagine thatstudent e lect ions are going to be held in the school .Each group represents a par ty and prepares an e lect ionmani festo descr ib ing thei r in tent ions to the voters. Et ic i tone or two suggestions before Ss start, e.g. We are goingto introduce coffee during the lessons, We are going toprovide free books, etc. The suggestions do not need tobe ser ious ones. Each group prepares four points for thei rmani festo and then presents i t to the c lass.

b > Ss look at the sentences. ptay the recording again.Ss t is ten and complete the sentences. They cheik answersin pai rs , then as a whote ctass.

Answers 3 isn't going tor is going to visit 4 is going to drive2 are going to move 5 isn't going to go

C > Ss d iscuss the quest ions wi th a par tner . El ic i t p lansand intent ions f rom indiv iduaI Ss dur ing feedbacr .

Pronunciation I sentence stress, /a/8a > . ' ; ; : , ; ; : l i1ssf Ss to the going to sentence. ptayrecording 2.53. Ss l is ten and note the sentence st ress.Ask: What do you notice about the pronunciotion of to?Ss compare answers in pai rs , then as a whole c lass.Ss pract ise saying the sentence.

Answerfo is pronounced ltel

b > ' i ' ; : : , : : . p lsy recording 2.54. Ss l is ten and repeat

the sentences, then mark the sentence st ress. Ss checkanswers in pai rs , then as a whole c lass.

Answersr She's gqing to eet fit.z They're ping to sett their ge1.3 We're ping to learn French.4 I'm ping to buv a leptop.

> Ask: Which type of words are stressed? (main verbs andnouns, but not pronouns, preposi t ions, suf f ix endings orauxi t iary verbs)

> D i rec t Ss to t he P ronunc ia t i on bank on page r4g .

LZ.Z Fame and. fOft'ne b > r.,r;:;. ';,, Pld! recording z.57.Ss listen and circle theword which doesn't rhvme.

The early years of the 21st century have been notable forpromot ing the so-ca[ led 'cetebr i ty cut ture ' , where fame isseen as the u l t imate aspi rat ion. Famous people are of tencategor ised into 'A- t is t ' or 'B- l is t ' ce lebr i t ies (or 'ce lebs ' )and are fot lowed, adored or v i l i f ied by fans and the medias imply because of thei r fame rather than thei r ta tent orachievements. Reality TV shows such as Big Brother andSurvivor and tatent competit ions such as The X Factorand American /dol continue to be extremely popularand create fame and for tune for thei r contestants, of tenordinary peopte who have become household namesatmost overnight , usual ly for only a very shor t t ime. TheAndy Warhot phrase ' r5 minutes of fame' is of ten used todescr ibe such shor t - l ived celebr i tv s tatus.

I n t h i s l esson , Ss l i s t en to a poem and to t h ree peop le whowou td t i ke t o be famous one day and who ta l k abou t t he i rp lans for the future. 5s p lan var ious ways of becoming r ichand famous themselves.

OPTIONAL WARMER

Ss work in smal l groups. They t is t three good th ings andthree bad th ings about being very famous (e.g. good: lo tsof money; bad: no pr ivacy, etc . ) . Et ic i t the advantages anddisadvantages on the board dur ing feedback.

Answerr being2 stay3 there4 a m5 drive

OPTIONAL VARIATION

For stronger Ss, ask Ss to ctose their books for thisise. Ss l is ten and wr i te the words thev hear, then

i rc le the odd word out in each group of words.

4a > Ss use the words in ex. 3b to comptete the l inesfrom a song with a partner. Explain that each pair of l inesrhyme.

Answerscrycleverforevernamefame5eefree

b > f t ic i t the names and some of the l ines of Ss ' favour i tesongs in Engt ish.

Listening5a > Ss look at the photos A-C. Et ic i t ways for the peoplein the photos to become famous. Accept a l l suggest ions.

b > tn pai rs , Ss look at the vocabulary in the box andmatch four of the words or phrases to each photo. Ss canuse d ic t ionar ies for th is act iv i tv .

AnswersA ball control skilts, footbatl team, reserve team,

training sessionB etection, polit ician, polit ics, voteC acting, drama, perform, a ptay

6a > : , r : r ' ; r i p [3y recording 2.58. Ss l is ten and match thespeakers to the photos. Ss check answers in pai rs , then asa whole c lass.

Answersr C- a

3 A

b > Ss l ook a t t he s ta temen ts . P tay t he reco rd ing aga in .Ss l is ten and choose an answer. Ss check answers in pai rs ,t hen as a who ie c l ass .

exercc i rc le

Listening1a > Et ic i t d i f ferent ways people can become famous.Accept a l l suggest ions and wr i te them on the board.

b > Ss d iscuss the quest ions wi th a par tner . In feedback,ask: Would you like to enter a competition like this on TV?WhY,//VhY not?

2A > ' : ' ; : r l : ; Ss look at the two statements. Play recording2.55. Ss l is ten and decide which of the statements is t rue.

Answer2

b > Ss read the poem and check thei r answer in pai rs ,then as a whole ctass.

G > Do th is as a whole-c lass d iscussion. Encourage Ss toexpla in the reasons for thei r answers as fut ly as possib le.

Pronunciation lrhymes

3a > .l ; :.-({, Ss focus on the final words in each line fromthe poem. El ic i t answers to the quest ion.

AnswerThe final word in each pair of l ines have the same sound.

> Help Ss wi th the pronunciat ion of the word rhyme. Ask:What rhymes with rhyme? (time,l' m, climb)

Answersr university student2 Student3 reserve team

c > Ss l is ten again and wr i te sentences about what eachspeaker is going to do. Ss look at the reasons a-c anqmatch them to the sentences.

AnswersVictoria is going to learn how to sing and dance - bHelena is going to work for a polit ician next summer - €Lewis is going to practise with the reserve team twice aweek - a

Gramm&f I infinitive of purpose

7 > Ss read the two statements made by Lewis anddecide which is the correct purpose of the undert inedphrases. Ss check answers in pai rs , then as a whole c lass.

I Active grammar

r f

' ;;;; ;;-;;r;;; ;;,",;;;;;,;,;;;;;,,,;;, a ptace inthe first team. Explain that we can replace the because ...ctause with to get o place in the first team.Wrile Lewis isworking hard to get a ploce in the first team.

> Make sure students understand that we use theinf in i t ive to expla in the reason we do something orthe purpose of something, e.g. Helena is working for apolitician to learn obout elections. Victorio is going todrama school to become a famous performer.


8 > Ss put the words in the correct order to makesentences. Ss check answers wi th a par tner . then as awhote ctass.

9 > Ss look at the f ive statements and decide whetherthey agree wi th the reasons g iven or not . l f Ss don' t agree,they re-wr i te the sentence wi th a reason which is t rue forthem.

OPTIONAL EXTENSION

El ic i t reasons why people want to become famous(money, meet other famous people, etc . ) . Ss makesentences us ing the in f in i t ive of purpose to expla in thereasons (e.g. They want to be famous to meet otherfamous people, They want to be famous to moke a lot ofmoney, etc.).

Speaking1Oa > Ss wor l< in groups of four or f ive. They decidewhich of the ideas l is ted would be the best way to becomer ich and famous. Encourage Ss to g ive reasons for thei rop in i ons .

b > Each group chooses one of the ideas f rom ex. 1oaand p lans exac t l y how they w i l l ach ieve fame and fo r tunein t h i s way . Wr i t e S fep t . . . , S tep z , . . , S tep J . . . on t h reed i f f e ren t l i nes on the boa rd t o gu ide l i l s i r l r 5su55 e : .> W h e n S s a r e r e a d y , i n v i t e o n e s t u d e n i f - o * e a : - s . : _ :t o desc r i be t he i r p l an to t he res t o f i he c l ass .

) Do no t wo r r y abou t Ss mak ing m is takes du r i ng tn i sact iv i ty but encourage them to express thei r ideas as bestthev can.

OPTIONAL EXTENSION

Write the following on the board: career prospects,interest, something to do, poss on exam, travel,communication with others, need it for my job, otherreoson. Ss work in smat[ groups of three or four , Theydiscuss their reasons for learning English. Ask Which arethe most important/east important reesons for you?

Answersr Marcie's going to take an exam to become a lawver.z Karl goes to the gym to get fit.3 My friend reads magazines to improve his Engtish.4 | ptay the lottery to win lots of money.

L2.3 Extreme challenges

Red Nose Day is a charity event which takes ptace everysecond year in the UK. On that day, peopte in schootsand workptaces throughout the country organise fund-ra is ing act iv i t ies for the Br i t ish char i ty organisat ionComic Rel ie f . Many peopte wear red p last ic or foamnoses, which they are g iven in exchange for a donat ion.The main event of the day is a l ive te lethon tast ing r ightthrough the TV schedules, where actors, s ingers andother cetebr i t ies g ive of thei r t ime and present a var iety ofspeciaI performances for the charity. The event generateshuge TV rat ings and v iewers phone in to donate money. Inzoo9, the event ra ised over f8o mi t t ion.

In th is [esson, Ss read par t of a websi te for Char i tyChamp ions , an o rgan i sa t i on wh i ch he tps peop le ra i semoney for char i ty . They l is ten to a te lephone cal l whereseverat quest ions about the organisat ion are answeredand then read the ' summary o f exped i t i ons 'webpagefor Char i ty Champions. Ss d iscuss thei r own personatambi t ions in smal l groups.

Reading

OPTIONALWARMER

feach chority (an organisation which gives money orother hetp to people in need, e.g. Oxfam). Ss work inpa i r s . They l i s t a t l t he ways they can th ink o f t o ra i semoney for char i ty , e .g. raf f le t ickets, char i ty shops, s t reetcol lect ion, etc . Put the suggest ions on the board infeed back.

1 > Teach challenge (something very diff icutt to do).Expla in to Ss that they wi t t read the text three t imes, thef i rs t t ime very quic l< ly , and then more s lowly. Tel t Ss thataf ter the f i rs t reading, they have one minute to answer thetwo quest ions. Expla in they do not need to understandthe text fu t ty at th is point . Stop the act iv i ty af ter a minute.Ss check answers in pai rs . then as a whole ctass.

Answersl d

z d

2a > Ss now read the text a second t ime, s lowly, andfocus on new vocabulary in the text . They lool< at the wordsand match them to the def in i t ions. Ss checl< answers inpai rs , then as a whole c lass.

b > Ss read the text a th i rd t ime and decide whether thefive statements are true or false. They correct the falsestatements. Ss checl< answers in pai rs , then as a wholec lass.

Answersr F * The text describes chatlenge expeditions to raise

money for charity.z F - There are three levels of diff icutty but atways a

challenge.3 T4 I5 F - There are more than thirty different challenges to

choose from.

3 > Teach fit/f i tness (when your body is in a goodcondition) and sponsor (to give you some money to dothe t r ip) . Ss work in pai rs . As turn to page t3z and Bs turnto page r34. Ss read the in format ion and ask and answereach other 's ouest ions. Ss check answers wi th anotherpai r , then as a whole c lass.

AnswersStudent A's questions

r You pay for yourself.z You choose the charity yourself.

3 find people to sponsor your trip and other ways l ikewalking other peopte's dogs or sell ing your otd things

Student B's questions

1 yesz halfan hour three or four days a week at the start

3 give advice and help at training weekends

Listening

: OPTIONAL LEAD-lN TO TH E LISTEN ING

: Ss close their bool<s. Tett Ss they are going to listen toi someone asking quest ions about Chari ty Champions.' Ss work in pairs and predict the quest ions David mightI ask. El ic i t the quest ions in feedback and wri te them onI the board.

4a > " , , " ! ' , l , r Tel l Ss they are going to hear a phonecat l between David and one of the workers in Char i tyChampions. Ss look at the quest ions which David as l<s.P tay reco rd ing 2 .59 . Ss I i s ten and pu t t he ques t i ons i n t hecorrect order .

Answers1 ez f3 a4 c5 b6 d

Answers1 D

z f

3 aq d

6 c

b > Ss a ' s , ' , : ' : " e ques t i ons w i th a pa r tne r .

Answersr all over the worlde h ik ing, cyc l ing, sa i t ing, raf t ing, mounta in ct imbing,

t

4

5

horse-r id ingYou have to have a good tevel of f itness.You pay yourself.working for people, e.g. charity dog waiking, doingpeople's gardens

6 You choose your own charity.

5 > Ptay the recording again. Ss l is ten and complete thechart . Ss check answers in pai rs , then as a whole c lass.

AnswersIikes/loves: cyclingwoutd l ike/tove to: ctimb a mountain, try raftingdoesn' t l ike: sa i l ingwoutdn't l ike to: watk dogs

Grammat I nue and would like6 > Write He likes cycling. He would like to climb omountain on the board. 5s focus on the verb endings af terlike. Ask Ss Which form of the verb goes ofer til<es? (the-ing f orm) Ask Ss Which form of the verb goes after wouldt ike i ( the in f in i t ive)

) Ss comptete the rutes in the Act ive grammar box wi th apar tner . Ss check answers in pai rs , then as a whole c lass.

Active grammar

ti l<e (tove, etc.)woutd tike (tove, etc.)would l i l<e (tove, etc.)t i l<e (love, etc.)

> Expla in the d i f ference in meaning between I I ike . . . andl'd l ike ...: I l ike playing fennrs (now, in general) buI I 'd l iketo play tennis tomorrow (a specific choice for the future).


7 > 5s choose the correct form of the verb to comoletethe sentences in oai rs . Checl< answers.

Answersr dancing, to bez learning, to leave

3 to travet, f lying

4 tiving, to leave

5 staying, to get6 to visit, to stay

8 > Ss look at the summary of expedi t ions l is t f rom theChar i ty Champions websi te. Review the use of the PresentPerfect to ta lk about past exper iences quic l<[y beforeSs star t (see Lesson ro.z) . Ss wor l< in sma[[ groups of threeor four . They d iscuss the quest ions together , e.g. l 've neverbeen to China. Have youT I' d love to do thot expeditionbecause I really enjoy trekking and I' d love to go to China,etc.

OPTIONAL EXTENSION

Ask Ss to imagine they are going on one of the Char i tyChamoions expedi t ions. El ic i t a few di f ferent wel l - l<nownchar i t ies. Ss d iscuss in pai rs which char i ty they woutdchoose to support and why.

Pronunciation | lorl and.lerl

9a > ' i , , r : r i . , $5 look at the sentence. They l is ten toreco rd ing z .6o to de te rm ine i f t he p ronunc ia t i on o f t hevowel sound in the under l ined words is the same ord i f ferent . Ss check answers in pai rs . then as a whole c lass.

AnswerNo. The vowet sound in l ike is lal .Ihe vowel sound inplay is lel .

b > , , , , . . : , Ss look at the pai rs of words. Ptay recording2.6t . Ss I is ten and under l ine the words they hear on therecording. Ss checl< answers in pai rs , then as a whole c lass.

) Ss pract ise saying the words in pairs.

OPTIONAL EXTENSIONDictate the following sentences to Ss: (r) I hate woitingfor the train in the rain. (z) Mike likes riding his bike buthe hates plaving qames. Ss underl ine the /ar/ and ,,er, 'sounds they hear .

Speaking and writing1Oa > Give an exampte of a personal ambi t ion of yourown, e.g. take a year of f wor l< and t raveI around the wortd.El ic i t one or two other ideas of th ings peopte have neverdone but would real ly t i l<e to do one day, e.g. wr i te a bool<,go scuba d iv ing on a cora l reef , e tc . Ss wr i te down four orf ive personaI ambi t ions.

b > Ss work in smal l groups. They compare ambi t ionsand whe the r t hey wou ld l i ke t o do s im i l a r t h i ngs o r no t . I nwhole-c lass feedbacl<, e l ic i t the d i f ferent ambi t ions andestabl ish what the most popular ambi t ion is .

c > Direct Ss to the example in thei r books. Ss use theverbs in ex. 6 to wr i te a s imi lar shor t paragraph descr ib ingthe i r amb i t i ons .

Answersr whi tez Dave3 late4 m ine

5 take

12 Communication

In th is lesson, Ss l is ten to four people speal< ing about thei rp lans for the coming months and the future. Ss d iscussthe i r own p tans and amb i t i ons i n sma l l g roups .

OPTIONAL WARMER

Asl<: How much time off work/studies do you usually have:. during the summer? Elicit the l<ind of things 5s usuatly do

, dur ing the summer months. Ask: Do you usual ly go awoy',

on holidayT Do you usually stay at home with your family?:. Do you usually work? elc.

] . t , , " ; ;

; , ,n . -0r l " , " , wi th a par tner . , ro , " r*" r . ,n"ques t i ons .

2a > , , , , ' , , P lay recording z.6z.Ss l is ten and ident i fyeach speal<er in the photos. Ss check answers in pai rs .then as a whole c lass.

b > e lay t he reco rd ing aga in . Ss I i s ten and comp le te t hecha r t .

AnswersMart ina:Ptans: to go home and relaxAmbitions: woutd tike to work for two months

J acq u es:Plans: to take par t in a summer camp for ch i tdrenAmbitions: woutd tike to worl< with children, start ateaching course

Plans: to travel in Europe, to practise his EngtishAmbitions: would l ike to get a ptace in a university inEngland next yearSilvia:Ptans: to s tudy at t summerAmbitions: would tike to go to medicaI school

3 > Ptay the recording again. Ss l is ten and complete theHow to. . . box. They read the audioscr ipt on page r5o, thencheck answers in pai rs and as a whole c lass.

Answersr going toz going to

3 p lanning to

4 t ike

5 want6 hope

) Focus on the d i f ferent forms used to express p lans andambi t ions. Help Ss wi th the in tonat ion pat terns for theseexoressions.

4a > Go through the l is t o f ideas for th ings to do in thesummer. Then, inv i te Ss to th ink about thei r own plans forthe summer and choose three or four th ings they wouldl ike to do. They can use thei r own ideas or the ideasmen t i oned i n t he l esson .

b > Ss wor l< in pai rs and agree on two or three th ings theymight do together dur ing the summer. Ss share thei r ideaswi th the other Ss in whole-c lass feedback.

5 > Ss work in smal l groups of four . They tet t each other( r ) about thei r immediate p lans for the future and (z) thei rlonger- term ambi t ions and p lans.

OPTIONAL EXTENSION

r Ss work in smat l groups. They te l t the others in thei r

I group how they see themselves ( r ) in one year 's t ime,r (z) in f ive years ' t ime and ( ; ) by the t ime they have. ret i red. Put the fot lowing headings on the board to guide: the discussion: family, work/career/studies, home, travel,'

money.

They are young people doing d i f ferent th ings in thei rhoi idays.

Answers: Az D

3 Br . f

9 !


Answersr They are/They're going to buitd an otd people's home

in the suburbs.z They are/They're going to open a locaI history

museum in the town centre.3 Our town is going to c tose the swimming pool in

Rectory Road.4 Our town is going to in t roduce a 35 km per hour

speed timit in the centraI area.5 Our town is going to s tar t a new z4-hour te lephone

informat ion t ine.

Answersr studying, to goz ftying, to traveI3 eating, to work4 smoking, to marry

5 feeling, to l ive

12 Writing bank

1 > Ss 'own answers

2 a >

Answera thank you letter for a present

b >

Answersr Carrie2 He sent her a present in the post.

3 something you can wear every day, e.g. a bracetet or awatch

4 She's tooking forward to seeing Uncte Harold at hermother's birthday party next month.

5 contractions, as it is an informal letter

€ ) Ss 'own answers

3 a >

Answersr Bz F

3 C4 \ l

5 A6 D

7 E

b >

Answersr c los ing sentencez main paragraph

3 opening sentence

Answersa Mum'sb lt 's, l 'mr They're very excited about Jane's wedding.z I don't t ike Michaet's new girtfriend.

5 >

6a > Ss plan what they wit l say in their thank you let ter.

b > Ss wri te a thank you let ter.

Answersr Toyota isn't going to buitd new factories in Europe.z Are you going to have a hol iday th is summer?3 ls Tom going to buy a new mobile phone?

4 My parents aren ' t going to set l the i r house.5 ls your father going to retire next year?6 Your friends aren't going to stay here tonight.

Answersr l am/ l 'm go ingz The chi ldren are going

3 we're going to go back4 to meet5 She isn ' t going to

Answers1 to see the Acropol is2 to use the Internet3 to meet new people

4 to commute to work5 to send text messages

Answersr raftingz driving

3 horse-r id ing

4 mounta in b ik ing5 kayaking6 cycling

7 mounta in c l imbing8 surfingActivity X = trekking

AnswersI'm reatly sorry to hear that you're not feeting welt. I hopethat you're not going to stay in hospital very long and thatyou'lt soon get better.I 'm going to send you some roses because I know you?every fond of f lowers. They're from Dad's garden.

Do you know...?Tracl< r .ora b c d e f g h i j k t m n o p q r s t u v w x y z

Track r .oza h j k b c d e g p t v f t m n s x z i y o o u w r

Tracl< r.o3oh lzero , one, two, th ree , four , f i ve , s ix , seven,e igh t , n ine , ten

Tracl< r.o4eleven, twetve, thirteen, fourteen, f i f teen,s ix teen, seventeen, e igh teen, n ine teen,twenty, twenty-one, twenty-two, th ir ty, forty,f i f ty, sixty, seventy, eighty, ninety, a hundred

Track r .o51 L s ten .2 L O o K a t p a g e . . .

3 Ask and ansi ,ver.

4 R e a d .

5 \#r i te.

5 ComoLe te .

7 l \4atch.8 Repea t .

9 Co r rec t .ro Check your answers.n Read t he t i p .

Track r.o6M = M a n , W = W o m a nM: How do you say coche in Eng l ish?W: Car.M: Hor,^r do you spel l that?W : C q R .M: l . i i , hat does grandmother mean?.W: Sre s , , ,our mother o r fa ther 's mother .M : r o - ' - - j e r s l a - o . C a r 7 o u . e p e a t t h a t ?W: Yes . She 's your ry ro ther o r fa ther 's mother .M : 0 h . O K . T h a n k s .

Unit 1Tracl< r.o7M = M a n , W = W o m a n7

W: Hi , l 'm S i lv ia . What 's your name?M: H i , S i l v ia . My name's Pedro .

M: What 's your name, p lease?W: l t 's Carotine Stacey.M: How do you spe l l tha t?W: lt's C-A R-O-L-I-N-E S-T A C-E-Y

M: He l lo . My name's John Logan.W: He l lo . I 'm Mar ia Bur ton . N ice to meet you.

Track r .o8o2o 65t 3472

Track r.o9M = M a n , W = W o m a nI

M: What 's your number?W: l t 's or45z 946 t8.2

W: What 's your phone number , p lease?M: 02096 659 248.3M: ls your mobiLe phone number 95t 727

946?W: Yes, that 's r ight.

W: Excuse me. Can you te l l me your phonenumber?

M: Of course . l t ' s 02096 89 zq l .W: Thanks .

M: Can you g i ve me you r mob i l e number ,p Lease?

W: l t 's 01542 984 731.M: ot54z 984 7j17W: Yes. That 's r ight .

Track r .ror Aus t ra t ian 2 Argent in ian3 B r a z i l i a n 4 l t a l i a n 5 G e r m a n y6 l ran ian 7 Spa in 8 Pot ish9 Eng l ish ro Ch inese t t F rancerz Greece

are land lo rds in a res taurant , and mybro ther i s a chef there , so tha t ' s a rea l fami lybus iness . My o ther b ro ther 's an eng ineer andmy s is te r ' s in comput ing - she 's a computerprogrammer. Um, let 's see, who else? Well ,my cous in 's a teacher - no t very in te res t ing ,erm, oh , I know, her fa ther my unc le - i sr r n r r r n l r i n r r r n + r i n n f e r r o r r i h i o c h i nd > t r d L d P t o r r r _ o L o P L o r r r u r o v L r y u r 5 r ' i l v .

Now, that 's d i f ferent !

Track r .16a a n

Tracl< r.r7an ac tor an arch i tec t a chefa computer p rogrammer a dent is ta doc tor an eng ineer a fa rmera Lalvyer a sea captaina shop ass is tan t a TV producer

Tracl< r.18!

A: Open your mouth , p lease. Say Aah.B : U n n n g h .A: That 's good. Thank you.

Stop . . . S top now. Good boy ! 0K, now comeh o r p h p r p h n v G n n d d n q l

A: Look at these plans. They aren't correct,are they?

B: No, I th ink you ' re r igh t .A : 0K. Le t ' s th ink . What . . .4Number 3 i s ready . Jane, where are you?Number 3 to tab te , p tease. Qu ick !

Tracl< r.r9M = M a n , W = W o m a n7

W: Good morn ing .M : H i .W: Are you a new student?M: Yes , l 'm in the e lementary c lass .

W: No, she's his gir l fr iend.M: Oh, OK. We[ t , see you la te r .W: Bye.3W: Excuse me.M: Yes?W: Are you the teacher?M: No, I 'm a s tudent in the . . .

W: Great . Thanks fo r your he ip . . .M: OK. Bye.W: Goodbye.

W: Good even ing .M: He l lo . We 've go t a reserva t ion fo r d inner

a t 8 o 'c lock .W: Yes , come th is way . . .6M: Great par ty lW: Yes . See Vou a t the nex t one!M: Yes . See Vou soon.

Track r .zo1

M = M a r i a , C = C l a r aM: l - leL lo , I 'm Mar ia .C: f leL [o Mar ia , I 'm C lara .M: PLeased to meet you. Where are you f rom?C: I 'm f rom A l ican te .M: Oh! Do you work there?C: No, I 'm a s tudent .

1 = ; o r d i , K = K r y s t o fJ: Excuse me, are you Krystof?K: Yes, I am. What's your name?

Track r .rrAustral iaArgentinaUnited States of AmericaBraziII tatyGermanylranRuss ia5pa inPolandEnglandTurl<eyChina.lapanFranceCzech Repubt icGreece

Track r .rz

Austral ianArgent in ianAme r i canB razi l ia nI t a I i anGermanl ran ranRuss ianS p a n i s hPo t i s hEn g t i s hTurkishCh inese

Fre n chCzec hGreek

I 'm Braz i l ian . I 'm f rom Sdo Pau lo .r Jenn i fe r Lopez is Amer ican. She 's f rom

New York.2 We're Polish. We're from Warsaw.3 A: Excuse me, where are you from?

B: I 'm f rom Co lombia .4 A : What i s i t?

B: I th ink i t ' s a Japanese car .5 A : Who are they?

B: rhey ' re s tudenfs in mv c lass . They ' refrom Brazi l .

Tracl< r.r3This i s a p ic tu re o f my wedd ing . Th is i s meand th is i s my husband Rafae[ . Rafae l ' ss is te rs 'names are Natha t ia and Atessandra .They're from Brazi i . Rafael 's mother is Ni lzaand h is fa ther i s A lmi r . Th is i s my bro ther , he 'sca l led Connor . Our parents a re ca l led K im andSteve. My grandparents , my mother 's motherand fa ther , a re ca [ [ed E i leen and Seamus.

Track r .14This i s a p ic tu re o f my fami ty f rom Canada.Th is i s my mom and th is i s my dad and th isis my bro ther , Ben. H is w i fe i s Sher i andthese are the i r two daughters , Ju t ia and Er ica .Th is i s my grandmother , Margare t and mygrandpa, Jack . They l i ve in southern Ontar io .Th is i s my s is te r , Emi ty . Her husband 's nameis Tom and the i r son 's name is iames. Th is i smy unc te , Jay . H is w i fe 's name is Shet ley . Andth is i s the i r dog. H is name is Shadour .

Track r .r5MikeLet 's see , in le res t ing jobs in mv fa^1 i l v , \Ae t .erm, my parents are ret ired, so that isn't ver,, 'i n te res t ing . My s is te r , my s is te r ' s in marke t ' rg- she 's a marke t ing d i rec to r , and, oh ves . :e rhusband, my bro ther - in - iaw, i s a te tev is ic -p roducer . Um, my s is te r - in - law is a ia , ' . ' ,e ' .a n d , w h o e l s e ? O h , m y u n c l e . M y L r . l e . afarmer.HetenMy fami ly 's jobs? Wei t , yes , there : ' . : : " :in te res t ing jobs in my fami ty . . . r . ta ' : - :

J : My name's Jord i . Are you po l i sh?K: Yes, I am. I 'm from Warsaw.. l : What do you do?K: I 'm a teacher.

Unit PTrack r .zrWhat t ime is i t?r i t 's six o'clock.2 l t 's ten past two.3 l t ' s quar te r pas t e igh t .4 l t 's twenty past three.5 l t 's half past seven.6 l t 's twenty-f ive to two.7 l t ' s quar te r to four .8 l t 's f ive to f ive.

f rack t .zz1 | ge t home l a te a t n i gh t , a t abou t qua r t e f

to twelve.z We leave work at ten past f ive in the

af ternoon.

3 | ge t up a t qua r t e r pas t seven i n t hemo rn i ng .

4 We have d i nne r a t ha l f pas t s i x i n t heeven ing .

Track tz3M = M a n , W = W o m a nW: When do you ge t up?M: At ten in the even ing .W: Do you work a t n igh t?M: Yes , I do .W: What do you do in the a f te rnoon?M: I s leep.W: When do you have d inner?M: I have d inner a t about e leven in the

mo rn ing .W: Do you worl< in an off ice?M : N o , I d o n ' t .W: Where do you work?M: I work in a hosp i ta i .W; So, what do you do?M: I 'm a doc tor .

Track rz4walks , l i s tens , o rgan ises

Track t .z5c leans , t a l l <s , washes , l i kes , goes , wa t ches

fracl< t.z61 The teacher ta lks in EngL ish in c lass .2 Jake washes h is ha i r every morn ing .3 Matt l ikes his new job - i t ,s very

i n te rest i n g.4 Tracy goes to work a t 9 :oo in the morn ing .5 My brother watches footbal l on TV every

even ing .6 Pat r i ck p lavs games on the computer a t

work .

Track t .z7M = M a n , W = W o m a nW: Does Jeane t t e l i ke he r wo rk?M: Yes, she does. She loves i t .W : Does she c l ean t he sha rk t an l<?M: Yes , she does . And she f eeds t he sha rks .W: Do t he sha rks ea t eve ry day?M: No , t hey Con ' t . They ea t t h ree t imes a

lveek.W: So.. . does Jeanette work every day?M: No , she doesn ' t . She wo rks f i ve days a

week .

Track r .z8Hi , l 'm Jod ie and th is i s He l l ' s K i tchen, NewYork City. l t 's the home of a famous f leamar l<e t , you know, where peop le seL i o ldth ings , th ings they don, t want any more .It 's r ight in the centre of the city, so i t 's very

: - : . - : - : - . t a : S C C e n S a t U r d a y a n dS - - : . . ' - : -

9 : c o n t h e m o r n i n g t o 6 : o o i n. - : : , : : - 9 . a r d p e o p l e c o m e h e r e e v e r y. ' . i e<e - : r o bL ry and seL l a l l k i nds o f t h i ngs .' . ' ,

: l ' o t ne r Ka r [ and I come he re eve ryi , ' eekend , t oo . We have a s ta l l and l se l l o l dc l o thes , shoes , bags , sca rves and t h i ngs l i ketha t . Ka r l doesn ' t se l l c l o t hes - he seL t s t h i ngsi i ke mob i l e phones , t ap top compu te r s andd ig i t a l cameras . Ou r t h i ngs a re a l l use fu l , o rbeau t i f u t , and t hey ' r e qu i t e cheap , bu t somepeop le se l l r ea l t y expens i ve , use less t h i ngs !We iove i t here - i t 's real ly good fun!

Tracl< t.z9K = Kar l , ,1 = lodieK: Hey, Jodie. You're here atready.J; Hey, Kar l . Yeah, I 'm ear ly today.K: So, everyth ing's ready.J: That 's r ight . Here ar-e aI my c iothes _ my

bags , shoes and sca rves , oh , and I havesome watches today, too _ they' re n ice,don ' t you t h i n l<?

K : Yeah , t hey ' r e g rea t l Wha t a re t hoseboo ks ?

J : Oh , a f r i end has a book s ro re . He u , , an t s t ose l l some o f t hese o l d books .

K : OK . Wha t ' s t he t ime?. l : Qua r te r t o n i ne . Do you have you r t h i ngs?K : Yeah , he re t hey a re - some fa r t as i i c

mob i l e phones t oday , anC these t l , , ol a p to ps .

J : O h . t h e v i e g o o d . - i s t e r . o o , 0 , . . , - : ;cof fee before we star t?

Track r .3oK = Kar l , , = Jod ie , Ja = Jane,: l t isn't very busy today, is i t? | knovr, Lei 's

go and have a iook a t Jane 's c lo thes s ta l t .K : OK. . . . H i , Jane l On ly us t Oh, Look th is i s

hor r ib le ! What i s i t?, : l 'm no t sure . . . i s i t a be l t?K: I rea l l y don ' t know, and look over there .

Now tha t ' s rea l l y ug ly ll : Oh, i t i s . What i s i t?K: l th ink i t ' s a coat . Bu t she has some n ice

scarves . LooK.f : Oh, yeah, these are pre t ty . . . . Jane, h i ,

I want one o f these scarves . OK?Ja: Sure . Put i t over there and come bac l<

taIer.J : OK, thanks . Kar l , jus t look a t those shoes ,

they ' re so o ld - fash ioned rK : Yeah, bu t tha t bag is rea l l y use fu l _ | l i ke

th at.J : Come on Kar l , there are some peop le a t

our s ta {1 .

Tracl< r .3rt h i s t hese

Tracl< t.3zb ig , cLean , g reen , l i s t en , n i ece , r ead , s i s t e r ,sw im , t eache r , t h i nk

Tracl< r .33MattOn ho l i days I l i ke t o go on c i t y b reaks , e rm ,I go w i t h my g i r l f r i end and we l i ke t o wa l ka round t he c i t y and l ook a t t he s i gh t s . We ge tup a t abou t n i ne o ' c l ock and don ' t go t o bedun t i t qu i t e l a t e . We t ake w i t h us ou r caTne rabecause I l i ke t ak i ng pho tog raphs o f t hebu i l d i ngs , e rm , and we a l so t ake a gu idebookso we can f i nd ou r way a round .

WendyWhen l go on ho l i day , l l o ve t o go t o Tha i l and ,because my b ro the r l i ves t he re and i can v i s i th im and spend some t ime w i t h my nephewsand n i eces . i l o ve t o go t o t he beach , e r ,I a rways ge t up ea r l y anC ge t a boo l< and t akeI t down t o t he beach r v i t h me , and I t ake myb ro the r ' s ch i l d ren l v i t h me , um, aLu . , ays i a l <e

Audioscripts

some presents wi th me when I go, to g iveto t he ch i l d ren , e1 t hey l ove p resen t s f r omEng land , pa r t i cu l a r l y f r om London . I n t heeven ing I usua f l y spend some t ime w i t h myb ro the r , i n h i s house , t a l k i ng , and maybe ea tano the r mea l and ge t some good s l eep , andthen t he nex t day bac l< t o t he beach lGarethI go on ho l i day w i t h my f am i l y , e r , we usua l l ygo ski ing in l ta ly or Austr ia. We l i l<e that , er ,a l l o f us , t he k i ds , t oo . So we ge t up qu i t eear ly, er , at about e ight o 'c locl<, so that wecan s ta r t s k i i ng i n t he morn ing , t hen we s l ( ia l l day. Bor ing, isn ' t i t? But we love i f l Wecome back t o t he apa r tmen t a t abou t f ou ro ' c l ock and have a b i g mea l , t hen we p l aygames w i t h t he ch i t d ren . U rn , when t hey go t obed we just read books or p lay more games,but we go to bed ear ly, too because we'rea lways t i r ed . Oh , we a tways t a l<e sunsc reenw j t h us , um, because i t , s o f t en ho t and sunny ,and o f cou rse we t a l<e games and boo l<s f o rt he even ings .

Unit 3Track r .34S t i o

' ' . .: t - . ' : - l l . - : j - : . . : ^ - : - - : -

' ' - ' i ' ,

: , . : . : : : . = - , , , . . - - . 1 . j , l . j . . l

A m b e r. Jm . a t , _ tnc i i i . t r e . . _ -T , . s J -a : - - es g i - : ct o , r i n , u i ' n , an i go s r r cpp ing , , i n , ou t don , ta l \ , vays t ake a I unch b reak and l qu i t e o f t ens i t a t my desk , um, and ca r r y on wo rK tng .Um, occas iona l l y I su r f t he I n te rne t , um , bu tusua l l y I wo r l < t h rough my l unch b reak .Matti n my l unch b reak I usua l l y su r f t he i n t e rne tbu t some t imes I go t o t he gym o r wa l kth rough t he pa rk . Occas iona l l y I v i s i t a ca f€and I s i t and have l unch and read mv boo< .Ai lsaUm, I usua lLy go up t o t he can teen i o i avelunch w i t h some co t l eagues and sone t r r eswhen I 'm busv , I s t ay a t my 0esK and t ave esandw ich . The re ' s a bus i n t o t he t o \ , l n ce f t r e ,so I o f t en t ake t he bus i n t o t own t o do someshopp ing o r go t o t he bank . I neve r go t o t hegym a t l unch t ime .

Tracl< r .35Wr = Woman r, Wz = Woman zWr : He l lo , Mrs Smi th . How,s your Sus ie?Wz: She 's f ine , thank you, Mrs Jones . And

how's Jonny?Wr: He 's OK, thanks . He can p lay the gu i ta r

now, you know.Wz: Oh, Sus ie can p iay the gu i ta r , and she

can p lav the p iano, too .Wr : Wel l , jonny can ' t p tay the p iano bu t he

can s ing .W z : O h , c a n h e ? S u s i e c a n s i n g . . .Wr : Can Sus ie dance?Wz: Yes , she can. Can Jonny dance?Wr: No, he can ' t . He doesn, t have t i rne to

dance. He can p lay foo tba l l - he 's in iheschoc l team, and he can p lay ten , r i s .a n d . . .

Wz: Sus ie can ' t p lay foo tba l i - she doesn, tl i ke i t . l t ' s no t a n ice game fo r a g i r t . 3u tshe can p lay tenn is , and she can sk i . o fcourse . Te l l n re , can lonny sk i?

Wr : No, bu t he can speak Frencn, vouknow . . .

Audioscripts

Wz: Oh, o f course Sus ie can speak French,and she can speak Span ish , too , andsne can . . .

Wr : Jonny can r ide a b ike and he . . .Wz: Sus ie can ' t r ide a b ike bu t she can dr ive

a car. Can Jonny drive?Wr: Of course he can ' t d r ive . He 's onLy ten !

Track r .36Can you dance? Yes , I can . No , I can ' t .

Track r37s ixsixtee nsixtys ix hundreds ix hundred and ones ix hundred and s ix tys ix thousands ix thousand, s ix hundred and s ix teens ix ty thousands ix hundred thousands i x m i t L i o ns i : b l l L i o r

Track r .38s i r t een S rx t v f ou r t een f o r t y

Track r .39r forty 2 eighty 3 seventeen4 th i r teen 5 n ine ty 6 s ix teen

Track r.4o7

T = T o n y , J = l a n eT: This is 054898 4567. Please [eave a

m o < < : o a : f t o r l h p t n n c

J: Hi , Tony, i t 's Jane. Let 's meet outs ide thec i - e^ ra a t 1s1 1e s i gh t . See you t he re . 0K?Bye .

M = M a n d y , S = S t e v eM : F l e t [ 0 . t h i s i s M a n d y a n d ] o h n ' s p h o n e .

We ' re no t he re r i gh t now so p l ease l eave amessage w r th you r na rne and number andthe t ime o f you r caL l . Thank you .

S: Mandy, i t 's Steve Henshaw here. l t 'stwenty past three on Wednesday. Canyou cal l me? My number 's 068 979 0752.Thanks .

J

M = M i c h a e [ , C = C a r o lM: Th is i s Michae l Brown 's vo icemai l . P tease

leave a message now.C: Good morn ing , Mr Brown. Th is i s Caro l

at Benson Cameras. Your new camera ishere . Can you come to the shop and ge t i tth is week? We are open f rom n ine o 'c lockunti I half past six every day.

4l = l u d y , D = D a m i a nJ : H i , I 'm no t here r igh t now so p lease leave

a message after the beep. Thanks.D: Judy, i t 's Damian. Why don't we meet for

d inner th is even ing? How about the l ta l ianrestaurant in Green Street at twenty-f ivepast eight? Give me a ca[[. l 'm in the off icealL afternoon.

5R = R e c e p t i o n , M = M a r yR: Good morning. Brandon TraveI Agency.M: He l lo . Can I speak to Dav id Renton?R: I 'm a f ra id he isn ' t in th is morn ing . Can I

take a message?M: Yes, can you ask him to cal l Mary Witde?R: Of course . What 's your te lephone

number?M: l t 's 7r3 3918834.R: Sorry? Can you repeat that?M: 7t3 39t8834.R: F ine .M: Thanks. Bye.

Track r .4rM = M a n , W = W o m a nW: He l lo .M: He l lo , can I speak to Laura , pLease?W: She isn't here r ight now. Can I take a

message?M: Yes, ptease ask her to phone Jeffrey.W: OK. What 's your number?M: l t ' s o11 9o8 5561.W: 0K. Bye.

Iracl< t.4z|= f nterviewer, D = Dario, L=Lizziel : Dar io , \ r lha t ' s your phone number?D: l t 's 887 775 992.l : Do you have any spec ia l ab i t i t ies?D: WeLL, I can p lay the p iano and the gu i ta l

and I can dr ive . I love dr iv ing .l : Can you speak any fo re ign languagesTD: No, I can ' t . On ly Eng l ish !l : Can you use computers a t a l t?D: Yes , bu t I on ly use them to p lay games!l : And what do you need?D: Wetl, i t 's my sister 's wedding next month.

We need a photographer; we want goodp h otos.

l : O K .l : L izz ie , what about you? Do you have any

spec ia l ab i l i t ies?L: I can play a lot ofdif ferent sports.l : Rea l ly? Which ones?L: Footba t l , basketba l l and tenn is .l : What about p rac t ica l sk i t t s?L : We[ t , I 'm a good cook . And | [ i ke c lean ing

and housework .What about computers?Oh. I rea t ly don ' t unders tand computers lAc tua l l y , tha t ' s what I need. Can someonerepa i r my new [ap top?I see. And what 's your phone numbell i zz ie?IV ly mob i le number i s 0777 334898.R igh t .

Unit 4Tracl< r.437

Well, my husband's from Brazi l so we eat alot of Brazi l ian food. My favourite is a dishcalled feijoada, made from btack beans,and r i ce and meat . We eat tha t qu i te a lo tbecause i t 's very cheap to make. We don'teat much fast food, except sometimes on theweekends and we also eat lots of seafood.20h, in Canada we eat a lo t o f sea food,espec ia t l y lobs ter and sca lLops , any th ingtha t comes f rom the sea. But we don ' t ea tmuch lamb or duck and we don ' t ea t manytakeaways. But my favourite food is maplesyrup and I usualLy have i t twice a week onpa n cakes.

My family's from lran. We eat a lot of r iceand stews. The stews are made with meatsand Lo ts o f d r ied f ru i ts and lo ts o f de l i c iousspices. I think my favourite food is a dishcal led fesenjan, made with nuts and fruitsand sp ices , and my ch i ld ren love i t and, bes tof at l , i t 's realty easy to cook. We don't eatany pork o r ham, and l ran ians don ' t ea t muchseafood.

Track r.44HeIto and weLcome to ln The Rubbish Bi:.the show where we look a t peopte 's L ivesby look ing a t the i r rubb ish . I 'm LaurenceRedburn .Today we look at the diets of two verrd i f fe ren t famiL ies . I have the i r rubb is r l -s "

the s tud io , w i th a typ ica l day 's rubb ish , so ,le t ' s s ta r t w i th rubb ish b in r . What does th isfami ly ea t and dr ink? We have some cans . . .co la cans no t very heat thy . Mmm, ins tan tco f fee . Some boxes . . . cheese and tomatop izza , burgers . Some b iscu i ts , and. . . c r i sppackets - alI fast food, and not very healthy.Do they eat any vegetabLes or fruit? | don'tth ink so . Oh dear , no t a heaLthy d ie t . A to to f th is food is bad fo r you , so th is fami ly i sprobably not very heaLthy.Now [e t ' s look a t rubb ish b in z . Th is i s verydif ferent i t 's good. This family eats a lotof fruit and vegetables .. . some potatoes,car ro ts . . . bananas and apptes . What do theydr ink? We have a ju ice car ton , a mi tk car tonand we have a water bottte - very good, altvery healthy so far. Tea bags .. . welt, OK. Theyeat some pasta, and f ish - that 's good. I can'tsee any fas t food here . I th ink th is i s a veryhealthy famity.

Track r .45W = W o m a n , L = L a u r e n c eW: But Laurence, that 's real ly not fa i r lL : Wha t do you mean?W: We lL , t h i s b i n doesn ' t r ea t l y show ou r d i e t .L : G o o n .W: OK, we eat a p izza once a week - | don' t

t h i nk t ha t ' s bad - and t he ch i l d ren ea tqome h r r r pe rs . And . ves . we some t imesd r i nk some co f f ee , and t he ch i l d ren d r i nka can of cola once or twice a week, but wedon ' t d r i nk any t ea , and we d r i nk a l o t o fwa te r - abou t t en l i t r es a week . We a l soo r f : l ^ t n f r r o o o f : h l a c o v- . e r y oay . ano weea t some mea t and ch i cken . We don ' t ea tany sweets or chocotate that 's good,i sn ' t i t ?

L: WeLl , yes, but where are the water bot t lesand vege tab les i n you r b i n?

W: We recyc le t hem, o f cou rse !

Track r.46pasta , some

frack t.47satad , bu t te r , Lamb, app le , lunch, car ro t

Tracl< r.48W = Waitress, 5 = Sam, j =. lennyW: H i . What can I ge t you today?S: H i . I ' d l i ke a cheese sandwich , p lease.W: On wh i te o r b rown bread?S: 0n brown, p lease.W: Would you l ike fr ies?5: Yes.W: Regular or large size?5: Large.W; And your f r iend?5: Jenny , what woutd you f i ke?.l : Do you have satads?W: Yes . Smat t , med ium or [a rge?J : Can I have a med ium sa lad?W: Sure . Any th ing to d r ink?J : Sam, do you want some ju ice?S: No, thanks . ' t l have a co f fee .J : OK, a smat t cup o f co f fee fo r . . .5 : No, no , a Large one.J: 0K. A large cup of coffee for him and a

smaLl g tass o f minera l water fo r me.W: F ine . Coming r igh t up !

Track r .49W = Wai t ress , 5 = Sam, . l = lennyW: OK. here we are . Two vegetar ian p i r ras .S : No, they ' re no t fo r us . Our o rder i s a

sandwich w i th f r ies and a sa lad .W: Oh, sor ry , tha t ' s the wrong order . JLrs t a

moment .i : Two vegetarian pizzasT I real ly l ike them!

Can we change our o rder?S: 0 f course no t .

t :L :

L :

t :

W; 0K . I t h i nk t h i s i s you r o rde r . A med iumsalad for you, s i r .

S : Oh no , t he sa lad ' s f o r he r .W: 0K . R igh t . A med ium sa lad and a sma l l

gLass o f m ine raL wa te r f o r you , madam;and a cheese sandw ich on b rown b readwith [arge f r ies and a [arge cup of cof feefor you, s i r .

S : Yes . Thanks . Can we pay now?W: Su re .S : How much i s t ha t?W: l ha l ' s s i x reen do l l a r s and seven t y cen t s .

p [ease.5 : Can I pay by c red i t ca rd?W: Of course.

Tracl< r .5oWr = Woman r, Mr = Man 1, W2 = Woman 2,M z = M a n zWr: Het lo .Mr : Good morn ing to you! Can I he tp you?Wr: Yes, I need some fruit . l 'd l ike three

bananas, a k i to o f app les and a melon .p [ease.

Mr: We don't have any melons today. Sorry.Wr : OK, jus t the bananas and appLes then,

p lease.Mr : A k i lo o f app les - they te two euros a

k iLo , and th ree bananag. Here you are .Wr : Thank you. How much is tha t?Mr: That 's three euros and f i f ty cents,

p lease.Wr: Three euros, f i f ty. Here you are. Thank

you. Bye.Mr: Bye.

Wz: Can I he tp you?Wr: Yes, I 'd Like 5oo grammes of beef,

4oo grammes o f th is f i sh , and ach icken, p lease.

Wz: Um, I don ' t have any ch ickens le f t , l 'mafraid.

Wr : Oh dear . 0K.Wz: That ' s 5oo grammes o f beef and

4oo grammes of f ish. That 's eighteeneuros a l together . Thank you.

Wr : He l lo .Mz: He l lo there . What can I do fo r you?Wr: I 'd I i ke some cheese, p lease.Mz: Cer ta inLy . Which cheese?Wr: Umm, can I have 2oo grammes o f tha t

one, p tease?Mz: Of course . l s tha t i t?Wr : No, do you se l l m i tk?Mz: Yes, i t 's in the fr idge.Wr: Ah, can I have two l i tres, ptease?Mz: Yes. Right, that 's two euros eighty.

Unit 5Track r .5rA = Estate agent, J =,onA: Unusua l Homes. Good a f te rnoon. Can I

he lp you?l : Yes . l 'm in te res ted in the house in l ta ly

w i th the unusua l roo f .Oh, yes, I know it .Can I ask you a few ques t ions about i t?Of course .Well , f i rst, how many bedrooms does i th ave?Umm, le t me see. l t has f i ve bedrooms.Oh, good. And is there on ty onebath room?No, there are two ba throoms.Exce l ten t . l s there a i r cond i t ion ing?No, you don ' t need a i r cond i t ion ing in ahouse o f tha t type . But there is cen t ra lheat ing .

l : Mmm, OK. l s there a garden?A: Yes , there 's a [a rge , sunny garden; i t has a

lo t o f ou ts ide space.

J : OK , good , s t he house nea r a v i l l age?A : Yes , i t i s . The v i l Lage i s one k i l ome t re

away.j : O h . g o o d . S o a r e t h e r e m a n y s h o p s i n t h e

v i l i age?A: I 'm afra id I don' t know. There's a cash

mach ine i n t he v i t l age , so t he re a rep robab t y shops .

. l : Are there any schoots in the area?A : We i l , Ves , t he re ' s a schoo l i n t he v i l l age .. l : Oh , t ha t ' s good . OK . Now , can I check ,

how much i s t he house?A . l + ' - r ^ ^^ . r r f J U U , u u u r u r u ) .

J : Oh , t ha t ' s no t bad . Can I see i t ?A : Yes , o f co r r se . Te l l me when you can ge t

t o l t a l y , and t hen I can ca l l t he owne rs and

Track r .5zA = Insurance agent, P = PeteA : A t l i ed I nsu rance . Can I he tp you?P : Yes . I need some home i nsu rance .A : OK . Can you answer a f ew ques t i ons?P : Su re .A : Wha t ' s you r f u l l name?P: l t 's Peter Morgan.A: Are you marr ied?P : Yes . Bu t we haven ' t go t any ch i t d ren .A: 0K, Mr Morgan. Have you got your own

h o use?P : No , I haven ' t . I ' ve go t a mode rn s tud io

apa r tmen t i r t he cen t re o f t own . bu l i t ' sre nte d.

A: Has i t got a garden?P : No , i t hasn ' t go t a ga rden , bu t i t ' s go t a

srnal l terrace.A : l s t he re a k i t chen i n t he apa r tmen t?P : No l a b i g one . bu t t he re ' s a k i t chen a rea

w i t h a f r i dge , a m i c rowave and a s i nk . Bu tI haven' t got a cooker.

A : Wha t abou t f u rn i t u re?P: We've got a cof fee tabte. l t 's vatuable

because i t 's very otd. And there are twocha i r s , t hey ' r e made o f wood . And we ' vegot a sofa.

A : No d i n i ng t ab le?P: No, we atways eat on the sofalA : OK . Now , e tec t r i ca l equ ipmen t . l s t he re a

TV?P: Yes, of course. And we've got a music

sys te m .A: Any computers?P : Yes , I ' ve go l a l ap top compu te r - | use t he

I nternet a lot .A : And have you go t a mob i l e phone?P: Yes, I have.

Track r .53A: OK, Mr Morgan. Have you go t your own

house?P: No, I haven ' t . l ' ve go t a modern s tud io

apar tment in the cent re o f town, bu t i t ' sren ted .

A: Has i t got a garden?P: No. i t hasn ' t go t a garden. b l r t i t ' s go t a

smal l te r race .

Track r .54He's got a laptop, a cat and a watch.

Track r .55r ha t 2 on 3 top 4 packet

Tracl< r .56AnaI 'm Ana. I 'm f rom Spa in and I love th is count ry- in Spa in there are so many p laces andth ings to see. There 's even a famous deser tin Spain - i t 's true the Almeria Desert. l t 's inthe south o f Spa in . They make a lo t o f f i lmsin th is deser t because i t ' s rea l l y ho t and dry .There are aLso a lo t o f beaut i fu l beaches inSpa i n .

Audioscripts

MarcinMy name ' s Ma rc i n and my home i s i n Po land ,in the east of the country. There are somebeaut i fu l [akes in the east of Poland - i t 's al ove l y a rea . A l o t o f PoL i sh peopLe t ake t he i rho t i days he re . I n f ac t , i t ' s qu i t e popu la r noww i th peopLe f r om o the r coun t r i es , t oo .

CostasI 'm Cos tas . l l i ve i n G reece , on t he i s l and o fKe fa l on ia . Peop le don ' t t h i nk t ha t G reecei s a g reen coun t r y , w i t h a l o t o f t r ees , bu tKefalonia is a very green is land. There's al ove l y f o res t i n t he no r t h o f t he i s i and . O fcou rse , t he re a re a t so beaches on Ke fa l on ia -

i t ' s a ve r y popu la r ho l i day i s t and .

YumikoMy name ' s Yum iko . I come f r om Japan , f r oma c i t v r a l l ed Osaka . l t ' s a l ^uge c i t y i n t l - ewest of iapan, and i t 's very busy and noisy,and i t 's not very f r iendiy. There are a lot ofshops and of f ices in the c i ty , and peopte area iways i n a hu r r y . l don ' t l i ke i t he re l t i kethe moun ta i ns .

Track t .57nve l oeSe r t

Track r .58r i ver deser t de tached famous Luxur iousno isy popuIar

Tracl< r .59r l t ' s r ea [ ' r ho t a rd i , " .2 l t ' s q u i t e l o p u [ a ' - r , .

o t h e r c o L r r t r e s . t a a .

3 Ke fa l on a i s a ve r - . g . . ' .

4 l t ' s ve r y busy anc ro s if r i end l y .

Tracl< r.6oHel lo. My name's Megan, and I come fromWaLes. I don' t l ive there now; I l ive in England,bu t Wa les i s s t i [ [ my home . I come f r om thesouth of Wales, a v i l lage near Cardi f l the mainci ty in Wates. My parents st i l l l ive there.Wates is a lovety country. l t has mountains, : 't he no r t h and l - i l l s i r t he sou t i - , r 10 t he p a ' i .l o t o f beau t i f u I beaches i n t he . r es t . rFe r .

" .a lso a lot of r ivers in Wates - our rysr l fsr ihpr.is 'aber ' - yes, we have our own [anguageil l i ke Wa les because i t ' s ve r y beau t i f u I a .dbecause t he peop le a re r ea i l y f r i end I v .

Unit 6Track r .6rart gal lery, bank, bar, bus stat ion, cafe,c inema, fac to ry , hosp i ta l , [ ib ra ry , museum,post off ice, restaurant, school, train stat ion

Irack t6zA = A n g e l e s , , = . l a s o nA: Oh, tha t ' s an in te res t ing bu i ld ing . What i s

i t?. l : The Hoover Bu i ld ing? Oh, tha t ' s a

su permarket.A: A supermarket? You have lovely

supermarke ts here , JasonrJ : Wet l , they p fanned i t as a fac to ry in the

r93os. So ;t was a factory for years beforer t was a supermarke t .

A : 0h , I see .J: Yes, in fact, my grandfather workecJ

there in the 1960s, a f te r he mar r ied mygrandmother . But he s topped lvork ingthere a long t ime ago. He produceda l a . t r i . : l o n r r i n m o n f

A: Reatly?. l : Yes , i t on ly opened as a supermarke t

a h n r r t e o v a 2 r < r q n

A: That's interesting. You know, there's abu i td ing in Madr id l i ke tha t , I rnea! i , i t

Audioscripts

changed f rom one th ing to another - theReina Sofia. l t 's an art ga[[ery now.

. l : 0 h , y e s . l k n o w i t . l v i s i t e d i t w h e n l w a s i nMadrid last year. l t 's fantastic! l t 's al l zocentury art, isn't i t?

A: That 's r ight. l t 's my favourite gatlery -you know I studied modern art - | oftengo there. I love Guernica, you know, thefamous pa in t ing by P icasso.

j : Of course . What was i t be fore , then?A: l t was a hosp i ta l doc tors and nurses

l ived and worked there, and looked afters ick peopte . They s ta r ted chang ing i t in toa ga t le ry in r98o, then the ga l le ry openedtn 1992.

Track r .63worked, opened, started

frack :-'64changed. l i ved . looked. p lanred . o rodrced.s tud ied , v is i ted

Track r .65| = In te rv iewer , S = Sean, M = MeeraI

i : S e a - , c a n a s k v o u s o m e q u e s t i o n s f o r

S :t :5 :

t :

5 :

l :S :

J J r s e " l e s o n i r m i g r a n t s ?S u r e .Are you r i sh o r Amer ican?Well, l 'm a New Yorker! No, that 's a joke.I 'm Amer ican, o f course . Wel l , tha t ' s whatmy passport says! But my famity werel r i sh , so I 'm l r i sh-Amer ican.Did you grow up in the USA?Yes, i did. i was born in New York andI went to schooL in Brooklyn - that 's asuburb o f New York . And I s t i l l i i ve there .Where d id your fami ly come f rom?\ ! f \ j g 'ea t -g rea t g randparents came f rom, ' , : :e ' f c r : . rha i ' s a c i ty on the south coas t

l : , ' , r . ' : i : so r .a1 ! ' ' i sh peop le go to theLJ SA:

S: Wel l , [ i fe rvas very d i f f i cu l t in re land.There wasn ' t enough food or work fo r a l lthe peopte in the r84os and 5os , so poorpeop le came to Amer ica to look fo r jobsand a better l i fe.

l : Why are there so many Ind ian peop le inEngtand, Meera?

M: Wel [ , fo r hundreds o f years Ind ia andPakistan were part of the Brit ish empire.5o there were a lo t o f connect ionsbetween the count r ies . R ich Ind ians sentthe i r ch iLdren to schooI in Eng land andpoor peop le came here as servants .

l : Were you born in London?M: No, i was born in Mumbai , in Ind ia . But

my fami ty came to the UK in the r98os . Myfather worked as a teacher and my motherworked in a restaurant. There were lots ofjobs for Indians in Bri tain in those days.

l : D id you go to schoo l in Ind ia?M: No, I d idn ' t . I d idn ' t go to schooI there

because my parents moved here when Iwas f i ve , so I went to schoo l in Eng{and.

l : Do you ever go to Ind ia?M: Yes, I went there last year - for my cousin's

wedding. l t was fantastic. The peoplewere so fr iendly! But i t was very hot. I washappy to come home to London!

Tracl< r.65HeatherI was born in Canada and my fami ly l i ves inCanada. I g rew up in New Brunswick and Iwent to French schoo l in New Brunswick . I le f ihome in zoo5 and went t raveL l ing overseas .I went to aiI sorts of dif ferent countr ies and Imet my par tner overseas in zoo5. I came to

StigI was born in Norway but I didn't grow upthere. We moved to England when I was f ive.So I d idn ' t go to schooI in Norway, I wentto schooI in Eng land. I went to un ivers i tyi n L o n d o n . l s t u d i e d e c o n o m i c s b u t l d i d n ' tge t a job in economics , I became an Eng l ishteacher ins tead.

fracl< t.671

Were you born in London?No, I was born in Mumbai .2

Did you v is i t Ven ice?No, we v is i ted Rome.t

Was i t n ice?No, i t was hor r ibLe.

Track r .68Cr = Customer r, S = Shop assistant,Cz = Customer 2, C3 = 6u51.t. t tCr: Excuse me. Where can I f ind men's

s h oes?S: Men's shoes. That 's on the top f loor.Cr : Where are the s ta i rs?5: There are escalators on your r ight.Cr: Right. And have you got any maps of

London?S: No, we haven't. Sorry.Cr : OK. Thanks .S: Can I he lp you?Cz: Yes. I 'd t ike a laptop computer.S : You need lhe computer depar tme l t .C2: Where's that?S: ln the basement . There are s ta i rs on

your r igh t .Cz : Thanks very much. Oh, and I need a

present fo r my son. Do you se l I CDs?S: Yes , we 've go t a mus ic depar tment on

the ground f ioor.Cz: Great.C3: He l lo , i s th is the in fo rmat ion po in t?S: Yes. How can I heLp you?C3: Where can | f ind dining tabfes and chairs?S: That ' s in the fu rn i tu re depar tment on

the top f loor.C 3 , s t h e r e a l i f t ?S: Yes . Go to the end o f the beauty ha l l and

turn Left.C3t need some other things. Have you got

a s to re gu ide?S: Yes. They're just here.C3: Can I have a copy , p lease?S: 0 f course .C3: How much is tha t?S: t 's free.

Unit 7Track z.orr G h a < q n t h l r r p p v c c

z B has go t [ong fa i r ha i r .3 F has go t dark sk in .4 G has got short grey hair.5 F has got a beard.6 B is s l im.7 C is young.8 F is ba ld .9 A is ta t l .ro C is shor t .11 E wears glasses." -

E h - . - ^ + - ' - ^ , , - + - . h ^5 u r o , , u u J r o L ! , c .

Irack z.ozC = C a r o l , M = M a r i a n n eC: So, Mar ianne. What 's your ne \ , ,s?M : S o n e t h i n g e x c i t i r g h a p p e l e d / e s ' . r ' r . . .C: What?M: Do you remember tha t man on the oea: r

t h e o n c l t n l d v n r r a h n r t i - - . - - , .

C: Er, yes.M: He spoke to me! He's real ly fr iendly. He's

Braz i l ian . He works in one o f the b ighote ts on the beach, so he speaks goodEng l is h .

C: What does he look I i ke?M: Wel l , he 's very handsome, and tanned o f

ro r r rse . Abour 22 or 2a . I th ink . He 's s l imand he 's go t dark ha i r .

C : Long or shor t?M: Short. And he's got a I i t t te beard.C: What 's h is name?M: Lu is .C: And has he got a wife or girt fr iend?M: No, he 's s ing le a t the moment . . .C : So, do you th ink he l i kes you?

Tracl< z.o3In Canada we ce lebra te Canada Day on iu tythe f irst. This is basicalty Canada's birthdayand the day tha t un i led Canada as a s ing lecountry. The f irst Canada Day was in Julyf i67. On Juty the f irst we celebrate, everyonehas the day off work and we have fest ivats,part ies, there's usuatly a parade - justgeneral celebration for everyone.We ce lebra te Ha l toween on October theth i r ty - f i rs t and th is i s a day when peop le o fa l l ages ce tebra te . d ress up in cos tumes,ch i ld ren go around in the i r ne ighbourhoodf rom door to door co l lec t ing candy andyet l ing ' t r i ck o r t rea t l ' . l f you ' re a t home youhave candy and treats by the door to give toeveryone that comes by. They aLso usualtycar ry a char i ty box and co l tec t donat ions f rompeop le as we{ l as the candy .

fracl< z.o4f i rst second third fourth f i f th slxthseventh eighth ninth tenth eteventhtwetfth thirteenth fourteenth f i f teenthtwentieth twenty-second thirt ieth thirty-f irst

Tracl< z.o5M = M i k e , , = , a n eM: H i , Jane, i t ' s me.l : Oh, heL lo , Mike . What 's the prob tem?M: You d idn ' t wr i te the names or addresses

on those presents . I want to wrap themand take them to the post off ice. Who arethey for?

l: Sorry.M: The DVDs. Are they fo r Gordon?l: Yes, they're his.M: What about the t ra iners . . . a re they

Davy's?l : Yes , the t ra iners a re h is .M: What about the c lock? Who is tha t fo r?l : That ' s fo r my mum and dad.M: OK, so the c tock 's the i rs . And the

handbag? ls tha t fo r Tara?l . The handhap ' Of ro r r rse no t . That ' s mine !M: l t ' s yours? Oh. So what d id vou ge t fo r

Tara? I know it 's her birthday next week.. l : The diary, that 's hers.M: R igh t . OK. Wel t , what about the umbre l la?. l : The umbre i la?M: Yes , there 's an umbre l ta on the tab le .J : A b lack one?M: Yes.l : T h a t h e l o n g s t n i l s l t ' s n l l r s !

M: ls i t? Oh yes . Of course . . .

Track z.o6b i r thday , b ro ther , ba throom

fracl< z.o7r f ree 2 th ink 3 th ick 4 th i rs t5 th ree

Track z.o8r sixth 2 eighth 3 eat 4 hate5 th in 5 th ree 7 l i f t 8 f i f th

F n o l : n d i n < , o n l o m h a f 2 O O Z

ryryHq*A'- i -g

Tracl< z.o9G = G e o f l l = l s a b e lG: What 's wrong, l sabe l?l : I don ' t be l ieve i t . l t ' s my computer . Look -

no th ing !G: Phone the computer depar tment then.

They can repa i r i t .l : That ' s no t the prob lem. I need to f in ish

wr i t ing up the sa les in fo rmat ion fo r themeet ing th is a f te rnoon.

G: So? You've got t ime.l : No, I haven ' t . I a lso need to meet Mr

Sch i i fe r a t the a i rpor t be fore the meet ing .He ar r i ves in ha l f an hour .O h , l s e e . . . . L o o k , l c a n m e e t h i m . l ' v e g o tt rme .Oh, can you, Geoff? That 's real ly n ice ofyou . He ' s on f l i gh t . . .Wai t a minute! | don' t know Mr Schi i fer -

do you?We l [ , I me t h im abou t t h ree yea rs ago .So wha t does he l ook t i ke?He ' s qu i t e t a l t , abou t two me t res , I t h i nk .How o ld i s he?He ' s m idd te -aged . I t h i nk he ' s i n h i sfor t ies, h is late for t ies now.OK. Wha t co tou r i s h i s ha i r ?We l t , he had b rown ha i r when I me t h im ,dark brown hair , but maybe he's grey now.Oh, th is isn ' t easy. Does he have long orshor t ha i r?

l : S h o r t I t h i n k v e c n r r i t c s h o r t .G: R igh t . Le t ' s th ink , what 's h is body type?l : Pardon?G: l s he fa t , th in . . . ?l : O h , s l i m , q u i t e s t i m , l t h i n k .G: What co tour i s h is sk in? Dark , fa i r . . . ?l : He was very pa le when I met h im - yes , I

remember tha t . Very pa le .G: And what co lour a re h is eyes?l : Oh, come on, Geof f ! | can ' t remember

tha t ! { d idn ' t look in to h is eyes , you l<now!G: OK, OK. l s there any th ing e lse you can

remember? Any o ther fea tures I can lookout for?

l . l l m v c < H c h : d : h o a r d n r r i t o : < h n r t

heard . and he had e lasses . Does tha the tp?

G: Yes, i t does. What's he I ike?l: Oh, he's nice. He's very fr iendty.G: OK, tha t ' s f ine . Wet l , see you la te r w i th Mr

Schii fer. Good luck with your computer.l : Oh, Geof f , wa i t a minu te .G: Yes?l : Why don ' t you ius t ho ld up a card w i th h is

n a m e o n ?

Unit 8Tracl< z.roM = M a n , W = W o m a nM: I want to go shopp ing a t lunch t ime, I

rea t ly need some new c lo thes . Are thereany good c to thes shops around here?

W: WeLt, there's a shop that sel ls nice jeanson the main road.

M: 0h , I th ink jeans are uncomfor tab le .I never wear them.

W: Reat ly? I wear jeans a l I the t ime, even towork.

M: But jeans are very casuat. You can't wearieans to a fo rmaL bus iness meet ing !

W: That's true, but I never go to formalmeet ings . Now, what about sh i r ts andpu l lovers? T igh t sh i r ts and pu t lovers lookgooo.

M: Actualty, I prefer loose shirts. And I don'twear pultovers very often. I prefer smartiac kets.

W: Even in the winter?

M: Yes . But I usua lLy wear a coat . Win tercoats a re us , - ra l l y war r , a rd comfor tab le .

W: Reatly? think winter coats are too heavy.I ha te theml

Tracl< z.rr| =. loots, A = Anna, W = WhitneyJu = lust in, P = Pam, M = MikaJ: Hello there, everyone! l t 's fest ival t ime

here in the UK and today we?e br ing ingyou some p ic tu res and in fo rmat ion aboutlate summer fest ivats around the world.Let 's start in the US. Our reporter AnnaLindstrom is at the Boston Carnival r ightnow. How's i t going, Anna?

A: Hi, JooLs. l t 's great. l t 's a real ly hot, lateAugust day . I 'm hav ing a good t ime -everyone is having a good t ime.

J : What 's happen ing r igh t now?A: Wel [ , I 'm s tand ing in the s t ree t and l 'm

watching some fantastic dancers. They'removing siowly towards me. They'rewear ing rea l l y co lour fu I cos tumes andthey're dancing real ly well .

l : Sounds good.A: Yes, and I 'm with Whitney, who makes

food for al l the partygoers here. Whitney,what a re you do ing?

W: We[ [ , I 'm cook ing some love ly Car ibbeanchicken curry.

A : Mmm, i t smel ls wonder fu [ ., l : Thank you, Anna. Now, Bos ton isn ' t the

onty p lace hav ing a par ty a t th is t ime o fyear. Our reporter. lust in Leonard is at theMar iach i fes t i va I in Guadata ja ra , Mex ico .Jus t in , how's i t go ing over there?

lu: Hi, Joots. l t 's great here. l 'm sit t ing in thetown square and l 'm Listening to somefantastic mariachi music. In this band theguitarists are al l ptaying together; i t 's lovely.

l . l t c n r r n d q n n i < r r t h c r c

j u : l t i s ! The spec ta to rs a ren ' t ius t l i s ten ing ,they ' re c lapp ing and shout ing and s ing ingwi th the mus ic .

l : Thank you, Jus t in . And in He ls ink i ,F in land, Pam Sykes is repor t ing on theHeis in l< i Fes t iva l .

P: Hello, Joots. Well , i t 's quiet here - i t 's notl ike Mexico. This is an arts fest iva[, so i t 'sa l l in c inemas, theat res and concer t ha t ts .Some peop le a re queu ing beh ind me to gointo a theatre. I have Mika here with me.Mika, what are you queuing for today?

M: I 'm no t queu ing fo r the theat re I 'm w i thmy chi ldren they're over there; they'rewa i t ing to see some funny f i tms, some o ldf i lms w i th Char l ie Chap l in .

P : That sounds l i ke fun ! Thank you, Mika .Back to you, Joo ls .

J : Thanks , Pam. Now, in the s tud io th isa f te rnoon. . .

Track z.tzr She ' s danc ing .2 They're tatk ing.

3 A re you I i s t en ing?

4 We aren' t leaving.

frack z.t3OK, I 'm looking at a p icture of a streetscene. l t 's a fest ivat , I th ink. At the f ront oft he p i c t u re two women a re danc ing . They ' r een joy i ng i t ! They?e wea r i ng rea l l y co l ou r f uLcostumes. 0n the lef t there are some peopiewa tch ing t he dance rs , and a t t he back o f t hep i c t u re t he re a re some bu i l d i ngs , shops , andn a y b e h o u s e s , l t h i n k . T h e r e a r e m u s i c i a n sp lay i ng on t he r i gh t o f t he p i c t u re - t hey ' r e aL .wea r i ng b l ack so t hey ' r e a l I t oge lhe r : t hey ' r epart of the fest ivat . I th ink everyone's havinga good t ime l

Audioscripts

Iracl< z.t47

Woman: Ai lsa, what's the weather l ike inScotland r ight now?

Ai lsa : In the south o f Scot land i t ' s q r i tewarm and sunny bu t in the nor th ,in the h igh{ands , there 's s t i l I snowon the mounta ins .

2Woman: What 's the weather l i ke in Canada

at the moment?Heather : Wel i i t s summer t ime in Canada

right now, but i t 's actual ly not thatwarm. l l ' s r5 degrees and rea l l yfoggy today.

Woman: H i , S t ig . What 's the weather l i keover there?

Stig: At the moment in Norway i t 's Latesummer and today i t ' s warm andsu n ny.

4Woman: Amber , what 's the weather L ike in

Braz i I now?Amber : Wel t , th is morn ing i t was rea l l y ho t

and sunny bu t now i t ' s ra in ing .

frack z.t5co ld , ho t , f oggy , snow ing

I rack z. t6r co l d go id2 t op t oLC

3 snow ho t

4 no t l o t

fracl< z.t7old, ctock, cost, note, hotel, not, on, wrote,own, bott le

Track z.r8J = l a n , L = L u k eJ : H e l to .L : Jan? l t ' s Luke., l : Luke? You don ' t usua l l y ca l l a t th is t ime.

You a lways phone in the even ings .L : I know. But I 'm no t a t work . I 'm a t home.l : Oh. Are you s ick?L: No, bu t I can ' t ge t in to the o f f i ce . The

underground isn ' t work ing today .

L :

Rea l t y? Why?i t ' s snow ing he re .Snow ing ! So wha t?We l l , i t ' s r ea l l y snow ing a l o t . So t he t r a i nsand buses a ren ' t r unn ing . Deop le ca r ' t ge tt o wo rk and l o t s o f peop le a re s tay i ng a thome .Bu t i t snows a l l t h rough t he w in te r i n NewYork. Nothing stops because of that !t know . Bu l i l ha rd l y eve ' snows i nLondon . l t ' s a shock f o r us .That 's crazy!We t t , a t l eas t i t i sn ' t r a i n i ng !Yes, I hate ra iny weather. I a lways feel sadand dep ressed when t he sky i s g rey andthe re ' s no sun .I l <now wha t you mean . London ' s a twaysda rk i n December and Janua ry .Yeah, I prefer snow real{y. Everythingl ooks so beaut i fu l . . .

L : Mm. I suppose so . . .

Iracl< z.t91

R = Recept ionist , W = WomanR: Can I he lp you , madam?W: Yes , l 'm ca t l i ng f r om room 342 .R : Yes , madam.W: We l l , i t ' s ve r y ho t i n he re . I t h i nk t he re ' s a

p rob lem w i t h t he a i r cond i t i on i ng ,R : 0h , I am so r r y , madam. l s t he a i r

cond i t i one r t u rned on?

t :L :

t :

t :

L :

t :L :

l i

Audioscripts

W: Yes, i t i s . Bu t i t i sn ' t work ing . Can yousend somebody to repa i r i t?

R: 0 f course . l ' l I ask the eng ineer to go toyour room.

2

5 = Shop ass is tan t , M = ManS: Can I he tp you?M: Yes . i bought th is DVD p layer f rom you,

bu t i t i sn ' t work ing .S: I see . Have you go t your rece ip t?M: Yes , I have. Can I exchange i t fo r another

one?5: Of course . jus t a moment . Here you are .M: Thanks very much.t

5 = Shop assistant, W = WomanW: Excuse me. Can you heLp me?5: Yes , madam?W: I bought th is p r , l tover ves terday and i t

doesn ' t f i t .S : Dn v r / /anr ro r rv a d i f fe ren l s ize?W: No. 'd l i ke a re fund.S: fave

"ou go t vour rece iP t?

! ! 1 r 5 5 . - l . o 16 1 5 .S : l ( Sc t ha t ' s 15o eu ros . He re you a re .

Unit 9f rack z.zoAi = Ai lsa, Am = AmberA i : Um, what have you go t under pa in t ing?Am: Um, I pu t car toon under pa in t ing .Ai: Yes.Am: What about you?Ai: Yes, I 've, I 've got cartoon as well , and I

a tso pu t modern ar t under pa in t ing .Am: Oh, yes , o f course . And l i te ra tu re?Ai : Um, I ' ve go t th ree th ings under

i i te ra tu re : hor ro r , nove ls and poet ry .A m : O h . p u t h o r r o r u n d e r f i l m .A i : Yes , th ink i t ran go there , too .Am: Un, r . 'ha t about rnus ic?A i : U n d e r m u s i c I ' v e g o t c t a s s i c a l m u s i c . . .Am: Yep, me too .A i : U m , o p e r a . . .Am: Yeah .. .A i ; And rock mus ic .Am: And opera can a lso perhaps be c lassed

Ai :Am:A i :

unde r t hea t re?Yeah, I agree.W i th dance and ba l l e t .Yeah. Under, so what have you gotunde r t hea t re?

Am: Um, dance , ba l l e t , and I t h i nk t ha t ' s a l [ |nao .

A i : OK , I a l so pu t comedy and p l ays .Am: Oh , comedy can aLso go unde r

I i terature, can' t i t?A i : Yeah , and f i lm .Am: Yeah.

frack z.zt1 eas ie r than2 faster than3 co tder than4 hea l th ie r than

Track z.zzP = P e t r a , N = N i c kP: l t says here tha t Zo percent o fAmer icans

got news about the e lec t ion on theI n t e r n e t . I t h i n k t h a t ' s a m a z i n g .

N: Amaz ing? | don ' t f ind i t surpr is ing a t a lL .I mean, w i th an e lec t ion , peop le want tof ind out news very quickly, and i t 's fasteron the In te rne t than on TV. How manyAmer icans use the ln te rne t fo r news everyday?Erm, we l l , i t says 37 percent here .WeI t , there you are , about ha t f o f the f i rs tn um ber.

P : Mmm, do you th ink the number i s thesame here?

N: I th ink tha t i t ' s p robab ly the same. I th inka lo t o f younger peop le use the In te rne tfo r news s to r ies , bu t o tder peop le a remore t rad i t iona l - they read newspapersor watch the news on TV

P: i don ' t th ink tha t i t ' s jus t o lder peop le .I bel ieve that newspapers are st i t l betterthan o ther news sources because you canread them anywhere - on the t ra in , in arestaurant, even in front of the TVI

N: Yes , I suppose so . What do you th ink o fge t t ing news on your mob iLe phone, then?

P: Wetl, i t 's OK, but in my opinion, i t 's betterto read a newspaper or watch TV fornews, to ge t more in fo rmat ion and o therpeop le 's op in ions .

Tracl< z.z3P = Presenter, M = MarietaP: Good evening. Tonight we've got Mariela

Do lc ino w i th us to ta tk about her favour i tef i lms from the last ten years. As you know,lMarieLa is the f i lm cri t ic for The SundayReporter. Wetcome to the show, Mariela.

M: l t ' s good to be here , Ne i lP: OK. Let 's start with the best. Mariela, what

do you th ink i s the bes t f i lm o f the las t tenye a rs?

M: Well , there's no competit ion for me.I know a lot of people think i t was the f i tmsinthe Lord ofthe Rings series, and theywere good, but for me the best f i lm in thelast ten years was Slumdog Millionaire -itwas so dif ferent, very clever, and i t had thebest photography, I think

P: i th ink a [o t o f peop le agree w i th you.What's the most excit ing f i lm of the lastten years , do you th ink?

M: That's easy - Casino Royale. I think i t 's thebes t James Bond f i lm - Dan ie l Cra ig wasfantastic in the character of . lames Bond -h a ' < h v f : r t h o h o c t R n n d- - , , - r n m y o p r n r o n .

P: OK. Were there any surpr ises fo r you inthe las t ten years?

M: Surpr ises? Le t me see . . . wet l , yes . I th inkthe biggest surprise was An lnconvenientTruth - you know, the Al Goredocumentary about the env i ronment . l twas rea t ty in te res t ing , and I th ink a to t o fpeop le unders tood the prob lem bet te rwhen they watched i t .

P : What about fo re ign language f i lms? Anygood ones there?

M: Wel [ , lo ts , o f course , bu t the one tha t Ithink was best was The Lives of Others,the German f i lm. l t was a love ty f i lm, verysad, but the rnost interesting foreignlanguage f i lm o f the las t ten years , andfor me the most success fu l w inner o f theOscar fo r the bes t fo re ig r tanguage [ i l r r .

P : Mmm, I t i ked tha t one, too . You don ' t l i kev io len t f i lms , do you?

M: No, I don ' t , bu t there 's one v io len t f i lmthat I want to talk about - No Country forOld Men. That was very viotent, possiblythe mos l v io le r t f i lm o f the ten years , bu ti t was very good - and the ac tor jav ie rBardem was rea l l y fan tas t ic as the badguy - i t ' s no t usuatLy the k ind o f par t hep lays . bu t you can be l ieve tha t he 's a rea lv i t la in in th is f i tm l

P: And any good comedies?M: Oh, yes, my favourite was Lit t le Miss

Sunshine - i t realty was the funniest f i lmo ' the las l ten years to r r re . espec ia l y t ^escene when the t i t t le g i r t i s a t the L i t t leMiss Sunsh ine compet i t ion , bu t i t ' s a lsoqu i te sad in p laces .

P: Wel t , I th ink tha t ' s a l l we have t ime fo r . . .

M: No, wait a moment. There's one more f i lm Ireatty want to mention, and that 's Chicago.I don ' t usua l l y l i ke mus ica ls a t the c inema,but i t rea[[y was the freshest musicat for along t ime i t was realLy good.

P: OK. Thank you very much, Mar ie la , andnow we Iurn Io . . .

Tracl< z.z4, l = l e n n y , S = S e r g el : l 'm go ing to the Banksy exh ib i t ion . Do you

want to come?1s i t expens ive?No, i t 's free.Er , no thanks . I don ' t l i ke go ing toex l " ib i t ions rea l ty . Thev ' re bor ing .But Banksy 's rea l l y good. I love h is work .Who 's Banksy? ls he famous?Yes. He's a real ly famous modern art ist.He pa in ts g ra f f i t i on the s ides o f bu i ld ingsThat sounds s tup id . I p re fe r t rad i t iona lpaint ings to modern ones. Anyway, I wantto s tav a t home. t ' s lhe f ina l o f Pop StarSearch on TV this evening.Oh no. I ha te I i s ten ing to those s tup idk ids s ing ing .Wel l . I love i t . l t ' s so erc i t ing .I t ' s rubb ish .0h, you hate everything on TV.No, I don ' t ! Bu t I t i ke ser ious programmesmore than ta ten t shows. I p re fe r watch ingf i lms or documentar ies . Programmes tha tmake you th ink .But I don ' t want to th ink when I watch TV.I jus t want to re lax .

Tracl< z.z5r l s i t expens i ve? 2 l s he f amous?

Iracl< z.z6r l s i t n ice?2 l t 's lovety.3 l s i t in te res t ing?4 l t ' s bor ing .5 Are we late?6 Does she know?

Track z.z7M = Matt , W = Wendy, G = GavinM: Wha t sha l I we do t h i s weekend?W: Oh , I don ' t know .G : How abou t go ing t o t he c i nema?M: Ooh , wha t ' s on?W: Ahh, I th ink there 's a new Harry Pot ter . . .M : Oh no , I don ' t [ i ke t ha t .W: 0h , don ' t you? | l o ve t ha t !M : l , I saw t he l as t one and i t was rea lLy

bo r l ng .W: Oh, i t was great ! | read the book. I loved i t .G : I don ' t t h i nk so .W: Oh, it's two against Harry Potter. OK, OK,

not H0rry Potter.M : Wha t abou t go ing ou t f o r d i nne r?W: Mmm . . . yeah . . . Tha i f ood - anybody [ i ke

Thai food?G: l t ' s OK .M; I don ' t r ea l l y l i ke Tha i f ood .W: How can you not l ike Thai food? | love

Tha i f ood .M : And res tau ran t s a re qu i t e expens i ve . Um,

there 's a footbat l match on Saturday, whydon ' t we go and wa tch t ha t?

G : I t h i nk t La t ' s d g rea t i dea .W: Ahhh . . . mmm . . . OK , I do qu i t e [ i ke

foo tba t l . Yeah , ah , hang on t hough ,because f oo tba l l cou ld be a b i t expens i ve .

M : My b ro the r ' s band , t hey ' r e on a t t he Loca lc l ub t h i s weekend . Why don ' t we go andsee t hem?

W: Ah, yeah, that 'd be great .G : Tha t sounds good .W: I 'd love i t .

t :

S :l iS :l :

5 :

P:N :

M: Le t ' s meet a t the s ta t io rW: Good idea. What t ime?M: About seven?W: Seven's good.G: Seven 's f ine .W: Fantastic, seven o'clock at the stat ion.M: See you there .W: Yeah.

Unit 10Track z.z8Jut iaThe way I commute to work i s p robab ly qu i teunusua[ ! l ro l le rbLade! l l i ve in Sur fs ide , asuburb in the nor th o f Miami and I work a t ahote I on Miami beach. l t takes abouttwenty-f ive minutes to get to work. And ofcourse i t cos ts no th ing . l t ' s usua l ly warmand sunny in Miami and ro I te rb lad ing is veryheat thy - | rea l l y en joy i t . Bu t ro l le rb lad ing isa b i t dangerous when you c ross busy roads .And i t ' s t i r ing !

BittyCommut ing is rea t ly d i f f i cu l t in London. l t ' sa huge city and there's a Lot of traff ic. Youcan't reatly commute by car because i t 'simposs ib le to park in the cent re o f London.There 's a good underground sys tem butthere aren ' t any s ta t ions near my house soI ge t the bus to work . l t i sn ' t expens ive bu ti t ' s somet imes qu i te s tow because o f a l l thetraff ic. And I hate wait ing at the bus stop inthe winter, i t 's very boringl

Track z.z9B = Brendan, T = Travet agentB: Good morn ing . Do you se l l t i cke ts fo r

Euros tar t ra ins?T: Yes . What 's your des t ina t ion?B; Par is .T: And when do you want to go?B: l 'd l ike to go on Friday the f i f th of June.T: Return or one-way?B: I 'd t ike return t ickets, please. We want to

come back three days later. And l 'd l ikefour t ickets.

T : OK. I ' l t jus t check . 0K, do you want f i rs t o rs tandard c tass?

B: Oh, f irst cLass is expensive. I 'd [ ikes tandard c lass . How much is tha t?

T: Let me see. Four return t ickets in standardclass, and your departure date is the f i f th.That 's fz8o.

B: R igh t . What t ime does the t ra in leaveLondon?

T: A t ten th i r ty in the morn ing .B: l s i t a d i rec t t ra in?T: Yes. There are no stops.B: And can we take our b ikes on the t ra in?T: Yes, but i t costs an extra f2o for each bike.B: F ine . I 'd l i ke four t i cke ts then, pLease. Can

I pay by credit card?T: Sure. Put your card in the slot . . .

Track z.3oJ = ,ason, D = Derek , A = At ic ia ,M = M o i r a , T = T o d dJ: I 'm here at Heathrow Airport with a group

of fr iends frorn Lancaster University:Derek, Moira, Todd and Alicia. Today's thes tar t o f an amaz ing adventure fo r them. Inha l f an hour they ge t on a p tane to beg inthe hotiday of a l i fet ime. Derek, how areyou feel ing r ight now?

D: To be honest , Jason, I 'm fee l ing qu i tenervous . . . nervous bu t exc i ted .

J: Why are you nervous?D: Wel t , th is i s my f i rs t long p lane lourney .

I haven't been on a tong-haul f l ight beforeso i t 's my f irst t ime .. . and Austrat ia is along way away.

l : Are the res t o f you exper ienced t rave l le rs?A: We've been to America!M: Yes , the th ree o f us have been on a [ong-

hau l f t igh t be fore . I went to F io r ida las tyear w i th Todd and A l ic ia .

J : Have you been to Aus t ra l ia?M: No, we haven ' t .D, A, T: No, we haven't been to Austral ia.l : So I guess you?e al l very excited about

those activi t ies in Austral ia? Have youbeen horse- r id ing , h ik ing or bungeejumping be fore?

T: A l i c ia and I have been horse- r id ing . Wewent when we were in Scottand two yearsago. But Derek and Moira stayed in thehote t ! So they haven ' t been horse- r id ingbefore.

M: l t was co ld lD: But we've alI been hiking. We went last

year.J : And have you ever been bungee jumping?D: 0h no . We haven ' t been bungee jumping .

It 's the f irst t ime for at l of us.M: I 'm very nervous about i t !

f rack z3t1 Have you been to Aus t ra l ia?2 No, we haven't been to Austrat ia before.

f racl< z.3z1 Have you been t o t he c i nema i n Eng land?z l ' ve been t o a d i sco w i t h h im .3 Have t hey been t o d i nne r i n F i n tand?4 We haven ' t been t o Pa r i s i n sp r i ng .

Track 233P = P r e s e n t e r , A = A u t h o rP: Let 's talk about your new book now. I t 's

called M od e rn - day Adve n t u re rs. Whatexac t ly do you mean by 'adventurer '?

A: Mmm, tha t i sn ' t an easy ques t ion . l t ' sprobably best to give you some examptesof adventurers .

P : OK . . .A: Take Jessica Watson.P: l ' ve heard the name. What 's she done

exactly?A: She 's sa i led soLo around the wor ld , you

know, on her own, and she 's on ly s ix teen.And then there 's Ramona Cox.

P: I haven't heard of her.A: She's done lots of solo f lying - [ong f l ights

in smat l a i rc ra f t . Bu t perhaps the mostremarkab le adventurer i s Ben FogLe, theT V n r p c p n t c r H c ' s r r r r l c d a r r n < < F r r r n n ou r r v r r L q r v P \ r

he 's wa lked, and run across the deser l ,h e ' s . . .

P : Ho ld on . . . what hasn ' t he done?A: I don't know! His most famous adventure

was crossing the Antarctic; it was a raceactually - a race of over 5oo kilometres to theSouth Pole. He and.lames Cracknel[ did i t inJanuary 2oo9, and i t took seventeen days.

P: James Crackne l l . . . now what has he done?A: He's won two Olympic gold medats in

rowing - that 's how you know him, but he'satso rowed across the Atlantic, with BenFogte - that 's over 2,5oo ki lometres; theydid that in zoo6, again in a race. l t tookthem f i f ty days and they came fourth.

P : Very impress ive l And you ment ioned thedese rt.

A : Oh, yes . Ben Fog le has done the SandMara thon - tha t was in zoo4: i t ' s a raceacross 2oo kiLometres ofthe SaharaDeser t . That took h im seven days . Andhe's atso cycled across Europe - that waswhen he was much younger . He cyc led toMonaco w i th a g roup o f f r iends in t993,and they d id i t in n ine days .

P: What about mounta ins? Has he everc l imbed a mounta in?

Audioscripts ffiA: Yes, he has. He's cl imbed several! He

c l imbed K i l iman jaro in zoo6 - tha t was h isfour th peak o f over 6 ,ooo met res . . .

P : Th is i s amaz ing . . .A: Yes, wet[, now you know what I mean by

adve ntu re r!

Track 234pa rked , had , wa l ked , go t , seen , w r i t t en

Tracl< 2.35r have 2 f i t 3 short 4 park5 ba id 6 s leep

Track 2367

Matt : Have you ever met anyone famous?Amber : No , I haven ' t , bu t my b ro the r has .

He wo rks i n t he f i lm i ndus t r y so hemee ts f amous peop le a l l t he t ime .

G = G a v i n , W = W e n d yG: Have you ever stayed in a f ive-star hotel?W: Yes I have, ah . . .G: You have?W: Yeah i n , um , Venezue la , i n , ah , t he cap i t a l

c i t y o f Ca racas , I s t ayed i n t he H i l t on t he reand I t h i nk t ha t ' s a f i ve . s t a r .

A = A m b e r , M = M a t tA : Have you eve r f Lo r . r n i n a ho t -a r : a t Loc . lM : haven ' t . Have you?A : Y e s , h a v e . t r ^ r a s a b i " l . : a .

- y F _ s b d - d . , ' . . , a s ; " , _ - ;

I

W = W e n d y , G = G a v i nW: Have you ever ea ten i -se , : .1G: No, I haven ' t . I have a f r ie r - : . , , h . ras . . .W: Reatly?G: . . . bu t I don ' t th ink i t ' s a good idea.W: Why not?G: I don ' t I i ke the idea o fea t ing insec ts .W: Ah. I ' ve , I ' ve ea ten insec ts in Tha i iand on

holiday.G: You have?W: Mmm, i t wasn ' t very n ice .

A = A m b e r , M = M a t tA : Have you ever p layed any unusuaI spor ts?M: Wet l , I don ' t rea l ty p lay i t , bu t I i i ke to go

rock c t imb ing .A: Oh, wow, tha t i s qu i te unusua[ .

Tracl< 2.37R = Rob in , W = Woman, M = ManR: Excuse me. I ' ve los t my wa l le t . I th ink

somebody has s to ten i t . l s there a po l i ces ta t ion near here?

W: I 'm afraid I don't know I haven't been toth is par t o f town before . Why don ' t youask in the l ib ra ry over there?

R: OK. Thanks . . . . Excuse me. Do you knowthe way to the po l i ce s ta t ion?

M: The pol ice stat ion. Yes, i t 's easy. You turnteft at the next road, Mil l Street . . .

R: Turn teft , OK .. .M: Then go s t ra igh t on fo r about 2oo met res .

Then you get to the post off ice.R: The post off ice.M: Yes, i t 's on the r ight.R: On the r igh t , 0K.M: Next to the post off ice, turn r ight into

Beech Road.R: Beech Road. OK.M: Go a tong the road, then tu rn le f t a t the

bookshop, in to L ime Avenue.R: Yes, OK.M: The po l i ce s ta t ion is in L ime Avenue. l t ' s

at the end of the street, on the {eft.R : OK, thanks very much.

Audioscripts

Unit 11Tracl< 2.38biology, chemistry, geography, history,languages. l i te ra tu 'e . maths , phys ics . sc ience

Iracl< 2.39Welcome to t he f r ee Tou r i s t I n f o rma t i on L i nefo r v i s i t o r s t o G rea t B r i t a i n . Fo r i n f o rma t i ono r v i sas and i n -n i g ra t i on . p l ease p ressone . Fo r i n f o rma t i on on d r i v i ng i n B r i t a i n ,p tease p ress two . Fo r i n f o rma t i on on ho te l s ,p l ease o ress t h ' ee . Fo r i n f o rna t i on on pub l i ct ransport in Br i ta in, pLease press four. Tore tu rn t o t h i s menu a t any t ime p ress t he s ta rkey.You have chosen op t i on two : d r i v i ng l nB r i t a i n .

Tracl< z.4o1 f you have a vaL id d r i v i ng l i cence f r om you ro \n " , n coun t r y , you can d r i ve i n B r i t a i n w i t hou ta B r i t i sh l i cence f o r s i x mon ths . A f t e r s i x' no f t ' r s , vou have t o ge t a B r i t i sh d r i v i ng' ' e - .

e . T o g e t a B r i t i s h l i c e r c e y o u h a v e t o:a< , " a d r i v i r g t es t . You can f i nd i n f o rma t i on. . - r - - h p R r i ' : q f , d r i ' i n o ' a c l O T o U r w e b S i t e .- o r e f l a ca r i r B r i t a i n you have t o have ar a l i d d ' i v i r g l c e r c e f ' o . n y o u r c o u r t r y a r d ac red i t ca rd . D r i ve r s unde r t he age o f e i gh teencan ' t r en t ca r s i n B r i t a i n .V ' / hen you a re d r i v i ng i n B r i t a i n , you don ' thave t o l <eep you r documen ts w i t h you . TheBr i t i sh d r i ve on t he l e f t s i de o f t he road and ,un l i ke t he Un i t ed S ta tes , you can ' t t u rn r i gh tat a red t raf f ic [ ight .Fo r mo re i n f o rma t i on on B r i t i sh d r i v i ngregu la t i ons , p l ease l ook a t ou r webs i t e .Tha t i s t he end o f t he d r i v i ng sec t i on . Tore tu fn t o t he marn menu p ress t he s ta r key .

f rack z.4tYou don ' t have t o be a B r i t i sh c i t i zen t o t akea B r i t i sh d r i v i ng t es t bu t vou have t o have avaL id B r i t i sh v i sa .

fracl< z.4zr Lea f z f ew 3 f an 4

Irack 2.43r Ph i l i p f i nds F rench f i tms ve ry v i o l en t .z Very few f ines feeL fa i r .

3 F i ona Ph i l i p s neve r g i ves f i t ness adv i ce t ofresh f ru i t fanat ics.

Iracl< 2.44We don ' t have a t o t o f r u l es i n t he Un i t edStates real ty. I mean we don' t have to dom i l i t a r y se r v i ce and we don ' t have t o haveiden t i t y ca rds . You can d r i ve when you ' r es i x t een and you can even buy a gun whenyou're twenty-one! And in most states 'y 'oucan ge t ma r r i ed and have Vou r own bankaccoun t o r c red i t ca rd when you te e i gh teen .Actuat ty, you can usual ty get marr iedwhen you're s ixteen, but you have to havepe rm iss i on f r om you r pa ren t s .But some th ings aren' t so easy. You have tobe twen t y -one t o go i n t o a ba r o r a n i gh t c l ub ,and smok ing i s d i f f i cu l t - you can ' t smoke i nof f ices, shops or restaurants. And of coursewe have t o pay when we see a doc to r o r go t ohosp i t a l , wh i ch i s p re t t y expe l s i ve .

Track 2.45P = Presenter, S = Sarah, H = Harumi,R = R o s s , A = A n d r e a sP: Now, as you know, the government is

t h i nk i ng o f mak ing t he schoo l - l eav ingage e i gh teen , up f r om s i x t een , ando f cou rse t he re was a r epo r t r e ren t l ywh i ch sugges ted t ha t ch i Ld ren shou ld

s ta r l se r i ous l ea r r i ng a t s i x , no t f oJ r o rf ive. In the studio we've got four peoplef r om d i f f e ren t educa t i ona l backg rounds :Sa rah , f r om Eng land ; Ha rum i , f r om Japan ;Andreas f rom Germany, and Ross, f romNew Zea land . Good morn ing a l [ .

A t t : H i /He i l o .P: Sarah, [et 's star t wi th you. Where did you

go to school?5: Mmm, my pr imary school was in a l i t t le

v i l lage in the west of Engiand . . . then I wentto the secondary school in the {ocat townwhen I was eleven. | le f t when I was s ixteento star t work. , t ra ined to be an eiectr ic ian.

P: So you had, what, eLeven, twelve yearsa t schoo l . Ha rum i , you wen t t o schoo l i nl apan . How l ong d i d you spend a t schoo l?

H : We lL , I wen t t o e temen ta r y schoo I t henh igh schoo l i n Kyo to - f o r abou t t h i r t eenyea rs , yes , s i x t o e i gh teen . Then I wen t t oun i ve rs i t y and s tud ied Eng l i sh .

P : Tha l ' s whv you r Eng l i sh i s so good . Ross .when d i d you l eave schoo l?

R: I lef t at e ighteen too - though you can leaveat s ixteen, or even f i f teen in New Zealand i fyour parents agree. I went f rom high schoolt o a l eache r t r a i n i ng co l l ege and s tL rd i edsport - that 's what I teach now.

P : Wha t abou t you , And reas? D id you l eaveschooL a t e i gh teen?

A : A t n i ne teen ac tua t l y . Then I wen t on t oun i ve rs i t y and s tud ied Law - t ha t wasanother seven years af ter about fourteenyea rs a t s choo { l

P : Wha t a pun i shmen t ! Wha t was you rf avou r i t e sub jec t a t s choo l? Law?

A : No . come on l I wen t t o a gymnas iu r r ,wh i ch i s an academ ic schoo l , bu t t heydon' t do la lv, even there. No, I real tyl i ked po l i t i c s and econom ics , and ma ths ,s u rp r is in g ly.

P : 0K . one o the r t h i ng . Ano the r cu r ren t t op i ci s t he use o f new techno togy i n schooLshow much t o have i n schoo l s and so on .Wh ich k i nds o f new techno logy d i d youuse? Sa rah?

5 : Hah ! New techno togy - you ' r e j o i < i ng ,a ren ' t you? When I was a t s choo l a CDplayer,J. /as new technoLogy!

P : Ross . I t h i nk you te t he vounges t he re . D idvou use much rew t echno logy a i s choo l?

R : Yeah , we used ema i l a t s choo l and wea l so had f o rums , you know , whe re youcan send messages t o who ie g roups ,l i ke l he h i s t o r y f o rum. l he spo r t s f o ru r .And in my Last year, we had interact ivewh i t eboa rds , Vou know , so t he t eache rhad t he who le book up on t he boa rd . Tha twas coo I

Track 2.46r Where d id you go to schoot?2 What was your favour i te sub jec t?3 How long d id you spend a t schooL?4 When d id you leave schoo l?5 Which kinds of new technotogy did you use?

Track 2.47Did you l eave schoo l a t e i gh teen?

Tracl< 2.48H = Host, C = Cotlege, OU = Open University,MM = MicroMatters, U3A = University of theThird AgeH: Good af ternoon, Welcome to L ive to

Leorn. People today of ten want tocon t i nue l ea rn i ng t h roughou t t he i rl i ves , bu t wha t a re i he i r cho i cesT F i r s i ,l e t ' s t a t k t o A i l een /Mu rphy , head o fBex ley G reen Language and Sus tnessCo l i ege .

C : Good a f t e rnoon . We f l , a t Bex ley G ree : rCol lege, u,re of fer a range cf Ianguages

and bus i l ess t op i cs . so i t ' s a goodp lace t o ge t mo re sk i l l s .

H : Wh i ch l anguages do you t each a t t heco ILe ge ?

C : We l t , Eng l i sh , o f cou rse - we have al o t o f s t ude r l s f r om ove rseas , a l l ove 't he wo r td r ea l l y , who t ake EngL i sh andpe rhaps a bus iness cou rse . t oo - wehave ve ry we lL -qua l i f i ed bus inesstutors. But we also of fer French,Span i sh , Ge rman , Russ ian and Ch inesefo r Eng l i sh spea i<e rs . A Lo t o f ou rs tuden t s a re bus iness peop le who wan tt o l ea rn ano the r Language .

H : How much do t he cou rses cos t?C : l t depends . Ou r mos t popuLa r cou rse i s

a t en -week pa r t - t ime l anguage cou rseo f abou t t en hou rs a week , and t ha tcosts about f8oo.

H : And you r c l asses a re a l l a t you 'co l tege ?

C : No , mos t o f ou r c l asses a re a t t hecol lege, but we have evening c lasses att he l oca I un i ve r s i t y bu i l c i i ngs , t oo .

H : Thank you , A i l een . Now we haveGraham Kn igh t , f r om the OpenU n ivers i ty .

OU: We l l . t he Open U r i ve r s i t y i s a o i s t ancelea rn i ng un i ve r s i t y - t ha t i s , you s tudya t home , us i ng books , CD-ROMs , t heIn te rne t . The re a re a f ew c l asses du r i ngthe Vea r , and t he re a re o f t en summerschoo t s . Ou r s t uden t s have t o s t udy f o rabout tweLve hours a week.

H: And what subjects do you of fer?OU: A lmos t eve ry th i ng ! You can s tudy

acaden i c sub jec t s l i l <e a ' t h i s t o r y o rma ths , o r sub jec t s i i ke compu t i ng o rnu rs i ng .

H : Thank you , G raham. Oh , wha t abou tcos t?

OU: Mos t o f ou r cou rses a re abou t f 6oo ayea r , a t t he momen t .

H : Thanks . Now , Be th Ande rson wo rksf o r a p ' o f e s s i o r a l ' r a r n i n g c o m p a r y .MicroMatters Ltd.

MM: R igh t . We o f f e r t r a i n ; r g cou rses i ncompu te r s l < i l i s f o r peop le who a reac tua l l y wo rk i ng w i t h compu te r s .

H : Do you o f f e r cou rses t o peop le whoa ren ' t wo r l < i ng?

MM: Oh , yes . Mos t o f ou r cou rses l as t two o rt h ree days . f o r peop le i n wo rk , bu t wea l so have f u l t - t ime cou rses f o r a weeko r 'wo \ 4eeks . a rd eve l i ng cou rses .

H : And t he cos t?MM: A week ' s cou rse ros t s abou t f 9oo . O f

cou rse , we p rov i de eve ry th i ng - t het ra i ne rs , t he t r a i n i ng room a t ou r( e , r l r e , t h e c o r p u l e r s - r h e t r a i n e e sdon' t have to pay for any extras, so wea ren ' t cheap .

H : Than l< you . Now , f i na l l y , JamesBeecham, t o t e l l us abou t t heUn i ve rs i t y o f t he Th i r d Age .

U3A : Good a f t e rnoon . The Un i ve rs i t y o f t he-h i r d Age ; s r o r . e t i r ed peop le . so i t ' smost ly o lder peopte. We have groupsacross ihe country, and each grouporganises i ts own courses. Usual ly , theg rcuD uses a ha l l i n i t s t own , o r a l oca ls rhoo l . a rd l ec tu re r s come to spea l . t othe group on weel<day af ternoons. Wetry to make our type of learning verycheap. The membership cost is d i f ferentin d i f ferent groups, but most are aroundfzo a year - so i t 's very cheap.

H : Yes , 1 see . And wha t k i nd o f cou rses o rsubjects do you of fer?

U34 : We lL , t he spea l<e rs t a l k abou t t he i rspec ia I sub jec t s o r t he i r l n t e res t s , sowe have a t o t o f d i f f e ren t t op i cs . b . r t i t ' sr o t : sua l l y ve "y a rade -n i c .

H: R igh t . Thank you , eve ryone , f o r com ing .Now, [et 's .1ove on to . . .

Tracl< 2.49S = S e c r e t a r y , N = N a d i aS: Good -o r r ing . Ber ley Greer Co l lege. Car

I he tp you?N: HeL lo , yes . 1 'm ca t l ing f rom Moscow,

Russ ia . I want to enro l fo r one o f yourcourses on l ine , bu t l 'm hav ing prob tems.I t r ied to send the app l ica t io r th rough.b u t I d o n ' t t h i n k i t w e n t .

S : OK. What 's your name?N: Koparova, Nad ia Koparova.S: Coutd you spe l I your las t name fo r me?N: Yes, it's K-0-P-A-R-0-V-A.5 : Thank you. Ummm, no , I don ' t have a fo rm

from you.N: Oh, what d id I do wrong?S: OK. Ie t ' s see . l s your 66mputer on?N: Yes .S: Do you have the app l ica t ion fo rm on the

screen?N: No, l ' ve go t your home page, w i th phone

numbers .5 : R igh t , c t i ck on 'app ly now'a t the top o f

the page.N: OK. Now l ' ve go t the appt ica t ion fo rm.S: OK. Le t ' s go lh rough i t toge ther .N: I don ' t have a prob lem wi th the persona l

in fo rmat ion , bu t I 'm no t sure i f I f i l l ed inthe rest correctty.

S : OK, so you 've go t your persona l de ta i ts .What about the course?

N: I want to do two courses a t the samet r m e .

5 ; That ' s f ine . There are th ree l ines under'course cho ice ' , you ius t pL t your twocho ices on the f i rs t two L ines . What a reth ey?

N: I want to do'Advanced lmprovers'English'. . .S : That ' s code 3o755 - pu t tha t in now.N: OK, and 'Bus iness fo r Beg inners ' .S ' T l ^ a t ' c r o d c , > r o r - n r r t t h 6 1 9 p l h q

second l i ne .N : R igh t .5 : Now en te r t he s ta r t da te f o r t he cou rses .N : Tha t ' s zznd June . OK .5: And choose how you want to pay.N : Um, c red i t ca rd . My number i s . . .5 : Don ' t g i ve me t he de ta i Ls now ; i t i sn ' t

n ece55a ry.N : OK . Now I c l i c k ' send ' . . .S : No , don ' t do t ha t ! You have t o r ead and

a r r e n l t h c r o n d i f i o n s f i r s t .N : Oh , I d i dn ' t do t ha t be fo re . 50 , I r ead

t h o s e . . . a n d l c l i c k h e r e . . . 0 K .5 : When you c l i c k ' accep t t he cond i t i ons ' , a

' send ' box appea rs .N: I see. Yes, i t 's there.5 : Now you cL i ck on t ha t and t he f o rm comes

to us . OK , do t ha t now .N : R igh t . Oh , t ha t ' s OK now .( . V o c I r : n c o o v n r r r f n r m n, - . , , . Jn n ' y Sc ree " r

now. That 's a l l f ine, Ms Koparova, you canexne r t t o hea r f r on " r . s i n two o r t h reed a y s . . .

Tracl< z.5oR = Recept ionist , P = PeterR : He l t o , W indham Ca te r i ng Co f i ege .P : Oh , he l t o . I 'm phon ing abou t t he l t a t i an

r o n k e r v r o r r r s e . l ' d l i f e l o e r r o l f o r i t . C a nI do t ha t on t he phone?

R: No , I 'm a f r a i d no t . You can en ro l by pos to r o n l r n e .

P : O h . l d o n ' t h a v e a r n r n t . L e r h e r e . H o i . r , d oI en ro l by pos t?

R: Let me take a few detaiLs and I can geta f o rm to you . Then you j us t f i t L i t i n andsend i t back t o us w i t h you r pay rnen t .

P : Oh , l e t me check - you send t he f o rm tome?

R: That 's r igh t .P : Can I ask some ques t ions f i rs t?R: Of course . What wou ld you l i ke to know?P . C a n I i r r s t r h e r k t f ' c d a t c i t s t a r t s ?

R: Yes . A l I our courses s ta r t in the week o fr 1 Spn tpmhpr w i t h a h rpak o f o re weekin t he week o f z3 Oc tobe r and . . .

P : Can you repea t t ha t , p t ease? A b reak i n . . .R : A b reak i ' t he week s l a r l i ng 23 Oc lobe r .P : OK , and i t ' s on a Wednesday even ing , i s

t ha t r i gh t?R: Yes.P : Can I ask wha t t ime t he [ essons s ta r t ?R : They s ta r t a t Z :oo and f i n i sh a t 9 :3o .P : Tha t ' s OK . good . And t he p r i ce i s abou l

f zzo , I th ink .Yes, fzz5 exactly.Does tha t inc lude the ingred ien ts?No, i t doesn ' t . You have to b r ing theingredients - you get a l ist each week forthe next week.Oh, I see . I th ink tha t ' s every th ing .You know that you have to come to theother bu i td ing in the even ing , don ' t you ?50rry, what was that?Even ing c tasses are l ' t i i the mainbu i ld ing ; they ' re in the annexe. Come tothe main bu i ld ing and then take the f i rs troad on the Left - York StreetOh, OK. Thanks .R igh t , your name is . . .

Audioscripts

j : But that 's vrhat you did last year!0: I know. My l i fe's real ly boringl

Tracl< 2.53We' re go ing t o t ake t he t r a i n .

Tracl< 2.54r She's going to get f i t .z They ' r e go ing t o se l l t he i r ca r .3 We ' re go ing t o l ea rn F rench .

4 l 'm go i r g t o bL , y a l ap top .

Tracl< 2.55Everyone Wants To Be FamousEveryone wants to be famous,To be someone everyone knows.To l ive in a mansion with servants,And s ta r in the bes t TV shows.

A sports star, an actor, a winner,Whatever i t takes to get fame.A mode l , a dancer , a s inger ,So peopte remember your name.

But when you ' re a loneIn a ho te I o r homeThe n igh t i s so co ldAnd there 's no one to ho ld .When l i fe seems so b lueJus t who do you ta lk to?

R o r a r q p \ \ / h a n \ / n r ' r p : q i ; r

Everyone knol^, 's v" 'ho you are.They kno l r l vha i ' 1ou do .B u t d o t " e v r e a L t . | - 0 . . . . .

Iracl< 2.56o ^ . . , , . ^ , ^ , t r ^ ^ , , ^r . i l E I y u u , c o r r a

Everyone kno,,vs who yoLr areThey know what you do ,But do they rea lLy knov ; Vou?

Tracl< 2.57r me being see free treez f ly high stay cry my3 together there never forever clever4 fame same naTne game am5 n ice pr ice adv ice dr ive r i ce

Track 2.58Victor iaI ' ve j o i ned t he d rama g roup a t un i ve r s i t ybecause I r ea t t y l ove pe r f o rm ing . 1 ' r n go ing t ol ea rn how to s i ng and dance . I wan t t o ac t i np l ays and mus i ca t s and o f cou rse l ' d l i ke t obe f amous one day . Some t imes TV p roduce rswa tch ou r s t uden t shows so any th i ng i sposs ib l e !

H e l enaMy a rnb i l i on i s t o become a f a r rouspo l i t i c i an , pe rhaps a m in i s t e r i n t hegove rnmen t . A t t he momen t I 'm i us t as l uden t - l ' r s t udv ing po l i t i c s a t co l l ege .Bu t I 'm go ing t o wo rk f o r a po t i t i c i an nex tsummer . I wan t t o l ea rn more abou t e l ec t i onsand vo t i ng . I 'm rea l t y exc i t ed abou t i t .

LewisThat was my f i rs t t ra in ing session wi th theledm. so l 'm a b i t t i r ed . l t ' s on l y t l ' e r ese rveteam but I 'm going to pract ise wi th them tu; icea week t o imp rove my phys i ca I f i t ness and ba l ]con t ro I s k i t t s . l 'm go ing t o wo rk r ea l l y ha rdto get into the f i rs t team. I know ' rn a goocfoo tba l t e r and I 'm su re I ' r n good enough t oge t a p l ace i n a p ro fess i ona l ' ean - . I Fe . . c " . sfootbal lers are the biggest stars in t f ,e r ' . o. : .and l 'd real ly [ ike to be r ich and famous

I rack 2.59A = A n d i , D = D a v i dA : Good morn ing . Cha r i t y Chomp ions . , \ ^ c

speak ing . How can I heLp you?D : Oh , heL io . My name ' s Dav id Mac t r l a r r -

I 'm t h i nk i ng o f do ing one o f yoL r .

K :

P:X :

P:R :

P :R :

P :R :

Unit 12Track z.5rP = P a u l , M = M i aP: Look, here 's the photo of us raf t ing on the

Co lo rado R i ve r l as t summer .M : Oh , yes . Tha t was so f r i gh ten ing . I d i dn ' t

real ly enjoy that - the raf t went so fast !I t was rea l t y dange rous .

P: Wel[ , I thought i t uras fantast ic .M : I p re fe r red t r ekk i ng i n t he Grand Canyon

real ly .P: Yes, that lvas fun. But a b i t s tow. And do

you remember when we wen t on t hoseb i kes i n t he h i t Ls beh ind San F ranc i sco?

M: Yes . I r emember cyc l i ng up t he h i l l s andth rough aL l t hose t unne t s l

P: Yes, that lvas great .M : Mm, I r eaLLy en joyed t ha t . Do you t h i nk

tha t was t he bes t pa r t o f ou r t r i p?P : No , ho rse - r i d i ng was t he bes t . Tha t was

rea l t y exc i t i ng .M : Yeah , you ' r e r i gh t . I t h i nk ho rse - r i d i ng was

my f avou r i t e , t oo . i t was a l o t o f f un .P : Nex t yea r I wan t t o t r y some th ing

d iffe re n t.M : Wha t?P : Bungee j ump ing i n New Zea tand .M: Wow. That sounds great !

Tracl< z.5zO = 0 m a r , i = J u t i eO: 5o , ju i ie . l t ' s the s ta r t o f the summer

hot iday nex t week. What a re your p ians?i : Oh, we ' re go ing to v is i t my grandparents

in Betg ium.Are you go ing t o t ake t he ch i l d ren?Yes . My g randpa ren t s a re go ing t o moveto a sma l l f l a t l a t e r t h i s yea r , so t h i s i s ou rl as t chance t o s t ay w i t h t hem.Are you going to f iy there?No , we ' r e go ing t o t ake t he t r a i n t he weekafter next .So you ' r e go ing t o go t h rough t he Channe lTunne l?Yes . I 'm go ing t o d r i ve t he ca r t o t hes ta t i on a t Ash fo rd and pu t i t on t he t r a i n .I t ' s r ea l t y exc i t i ng . Wha t abou t you , Omar?We l [ , I haven ' t go t much money a t t hemomen t , so I 'm no t go ing t o go away . I 'mgo ing t o s t ay a t home . . .

o:t :

o:, :

o:

o :

Audioscripts

chal lenges, but I want to ask a fewquest ions f i rs t .

A: That 's f ine, David. Ptease go ahead.D: WeLl , f i rs t quest ion, where exact ly do the

cha t t enges t ake p tace?A : A l l ove r t he wo rLd l i n A f r i ca , La t i n Amer i ca ,

and t he Ca r i bbean , As ia , t he M idd le Eas tand Eu rope .

D : Oh , I see . And wha t k i nd o f cha { l enges a rethey? | mean , wha t k i nd o f ac t i v i t i e s a reth ey?

A : We l l , we have h i l < i ng , cycL ing , sa i l i ng ,r a f t i ng , moun ta i n c l imb ing and ho rse -r i d i ng .

D : 0h good . I l i ke h i k i ng and I l o ve cyc l i ng -

I use my b i ke eve ry day - bu t I don ' t L i keho rses . And I don ' t l i ke sa i l i ng much .

A: WeLL, there are qui te a few there that youl i ke . Wha t abou t r a f t i ng and moun ta i nc l i m b i n g ?

D : l 'm no t su re . lmean , l ' d l i ke t o c l imb amoun ta i n one day . I haven ' t done anyraf t ing, but I 'd love to t ry i t . Do you haveto be ve ry f i t ?

A: ! !et i , ' r 'es, you have to be qui te f i t . Oure ' p e o i r i o r s a r e d t f i c u l t a n d y o u h a v e t orave a good Ievel of f i tness. Erm, reaI ty,' r 'ou need to choose an act iv i ty you knowyou can do and s ta r t t r a i n i ng ea r l y . Wehave t r a i n i ng weekends , t oo . Peop le f i ndthem ve ry use fu l .

D : Oh , t ha t sounds good . E r , . . . who pays f o rt he exped i t i on?

A: Um, you do. WelL, you pay for theexpedi t ion, or you ra ise money to pay for i t .

D : And how do I r a i se money f o r t heexped i t i on?

A : WeL l , t he re a re seve ra I t h i ngs you can do ,f o r examp le , you can do a cha r i t y dogr^;aIk to get money.

D : O h , I ' m t o t s u r e a b o u t t h a t . I m e a n , l L i k edogs b ' r t r vou ldn ' i t i ke t o v ra l k t hem.

A : We l { , t he re a re o the r ways . How abou two rk i ng f o r peop le , you know , do ing t he i rga rdens l Any r , r ay . r ve a l so as l you t o ' a i semoney f o r you r cha r i t y .

D : Oh , yes , o f cou rse . E rm , who chooses t hech a r i ty?

A : You do . Do you have any o the r ques t i ons ,David?

D: Yes, how do I ra ise money for the char i ty?A : The same as f o r t he exped i t i on , o r you

ask peopLe t o sponso r you , you know , apound f o r each k i t ome t re on a t r ek . 5o doyou wan t t o j o i n one o f ou r exped i t i ons ,Dav id?

D : I 'm no t r ea l l y su re . Can you send me someinformat io n ?

A: Certa in ly. I can send you a brochure. Letme t ake you r de la i l s a rd . . .

Track z.5ol 'd reatly l ike to ptay the classical guitar.

frack z.6t1 w h i t e z D a v e 3 l a t e 4 ' n i n e5 raKe

Track z.6zM = Mar t ina , S = S i l v ia , J = ,acques,H = H i rosh iM: Oh, I 'm so glad the exam's over. Now we

can relax a bit .5: What are you a[[ going to do for the

summer , then? What about you, Mar t ina?M: I 'm going home to Krakow next week, and

l 'm cer ta in ty go ing to spend two or th reeweeks at home, just relaxing, perhapssit t ing in the garden i f the weather's goodenough.

S: l sn ' t tha t go ing to ge t bor ing?

M: Yes, probably. I 'd l ike to work for twomonths , bu t i t ' s d i f f i cu l t to ge t summerjobs a t home a t the moment .

J: i 've got a job.H: Really, Jacques. What are you going to do?. l : l 'm go ing to take par t in a summer

camp fo r young ch i td ren in Canada, soI can work and make some money, andcont inue to speak Engt ish .

S; Aren't you going to go back to France forthe summer?

l : No, I 'm p lann ing to go back in September .You know I real ly want to work withch i ld ren - | hope to s ta r t a course onteach ing in p r imary schoo ls in September .

S : Oh, tha t sounds love ly . What a re yougo ing to do , H i rosh l?

H: Me? I 'm going to travel.M: Travel? Why?H: WetL , l 'm a longway f rom home, so i t

makes sense to t rave I in Europe wh i te l 'mhere . I 'm go ing to go to Par is nex t week -by Euros tar and then I 'm jus t go ing to gowhere I want . I 'm no t go ing to make anya r rangementS.

. l : l t sounds fantastic! I 'd [ ike to come withyour

H: But you 've go t a job ! No, I want toprac t ise my Eng l ish . I hope to ge t a p iacein a university here next year.

S : You?e a l l so lucky - do ing in te res t ingth ings . I 'm go ing to s tudy a t l summer .

M: S tudy - why?5: I rea l ty want to go to med ica I schooI and

it 's very dif f icult to get a place.. l : Welt, good [uck!

Overview Lead-in Introductions

Documents

Transcript of Overview Lead-in Introductions